By Steve Gardiner

Building scholar Literacy via Sustained Silent Reading deals a realistic resolution for lecturers who are looking to enhance scholars’ analyzing skill: allow scholars opt for what they learn and provides them the time to learn it.

For 27 years, instructor Steve Gardiner has used the sustained silent interpreting (SSR) application in his English sessions to assist scholars of all skills and backgrounds enhance their literacy. With vigorous anecdotes and fresh candor, Gardiner stocks his experiences--the stumbling blocks he confronted and the successes he achieved--to convey how interpreting quarter-hour every one classification interval will help scholars realize their very own talents and strengthen enduring analyzing behavior.

Gardiner additionally explores study either for and opposed to SSR in addition to reactions from different lecturers, scholars, and directors to ascertain the program’s impact on literacy--from interpreting skillability to vocabulary and spelling abilities, from content material comprehension to writing. He demonstrates how lecturers can adapt SSR for his or her periods’ distinctive wishes with out interfering with mandated curriculum or lesson plans.

In an atmosphere the place analyzing is an important a part of all topics, Building scholar Literacy via Sustained Silent Reading exhibits how an easy and cheap software can't basically aid scholars in attaining higher good fortune in class, yet provide them a useful, lifelong gift—the pleasure of reading.

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It would be hypocritical of me to tell them they can’t do homework during SSR time, and then grade papers, check e-mail, organize my desk, or do any of the hundreds of things it would be nice to complete during that time. But why would I want to? I’m selfish. I get to sit and read the book of my choice every day. ” They laugh, but they also see that I enjoy the reading enough to be involved several times each day, week after week, month after month. I do, sometimes, feel guilty. I get paid to read books.

I’d say he used his silent reading time wisely, wouldn’t you? He took control of his own reading and became a Good Adult Reader. “That’s enough for today. I have more to say about silent reading, but it can wait. I’ve talked about our reading program and this class, but I still don’t know much about each of you. Take out a sheet of paper. We have 10 minutes left, and I want you to write a paragraph telling me something you want me to know about you. That way I will know at least one thing about each of you when we come to class tomorrow.

That’s why it comes first every day. Between now and June there will be only a few days when we won’t read. There will be days when you will have to meet with your counselors for registration, days when we have a major test, and days when we are watching a video related to one of our core books. On those days, we may have a shorter reading time or no reading time at all. I’ll try to keep track of those days and give a few extra minutes on days when our lesson is short so that we make up the silent reading time we missed.

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