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Sustained Silent Reading

Marilyn Leuer
Reading Curriculum Specialist
Anaheim Union High School District


History of SSR

In-school, free reading programs began in the 1950s and 1960s. They were labeled as
Free Voluntary Reading (FVR), Self-Selected Reading, Sustained Silent Reading (SSR),
Uninterrupted Sustained Silent Reading (USSR), Sustained Quiet Reading Time
(SQUIRT), Drop Everything and Read ( DEAR), and High Intensity Practice ( HIP)

Whatever the name, the idea is the same: The intent is to develop each students ability
to read silently without interruption for a long period of time (McCracken 1971).

SSR was based on six guidelines developed by McCracken, a renowned reading expert:

1. The students read self-selected materials silently.
2. The teacher models by reading silently at the same time.
3. Students select one book, magazine, or newspaper to read for the entire time
period.
4. A timer is set for a prescribed, uninterrupted time period.
5. No reports or records are kept.
6. The whole class, department, or school participates.

SSR is one type of Free Voluntary Reading. It differs from Self-Selected Reading
programs and Personalized Reading programs from the 1950s and 1960s in two ways.
First, Self Selected Reading programs involve accountability. The teacher uses the quiet,
reading time to conference and interact with students. This accountability leads to the
second difference, the loss of silent, uninterrupted reading time.

There is overwhelming evidence that [] when studies are allowed to run for a
sufficient length of time, those who do SSR do better [] We see overwhelming research
support for free reading and sustained silent reading, and no theoretical barriers.
(Krashen, 2000)

Eight Elements for a Successful Program

Pilgren has associated eight factors for SSR success (Pilgren 2000). These factors are
based upon her research of programs in thirty-two school districts around the country:

Access

Students are given direct access to books, magazines, comics, newspapers, and other
reading materials. Researchers found access varied from a flood of materials in the

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classroom to assisting students with visits to the city library, giving students two books at
the beginning of each semester to read and exchange throughout the term, and inter-
library loans. The secret seemed to be that districts had to make sure reading materials
were made available to the students so they did not need to locate materials outside of
school.

Appeal

A wide variety of materials to match students interests became an important factor in the
success of SSR. Another consideration was making sure that there were enough materials
for all readers. Materials for advanced and struggling readers as well as the average
reader need to be included. Attractive display and effective organization of materials also
helped the program be successful.

Conducive Environment

Beanbag chairs are not required to have a good SSR environment. Theyre nice but not
necessary. Quiet and comfortable were the two essentials. For reluctant readers,
especially, providing a couple of minutes before SSR ends to discuss the material read
also helps to motivate the students.

Encouragement

Students who already love to read view SSR as a reward in itself. The students who have
not yet made the leap to literacy as its own reward need encouragement. Adult modeling
of the reading process, think-alouds prior to or after the SSR period, book talks and
conferencing with students about what they are reading were all deemed motivating and
encouraging. Researchers noticed the impact peer leaders had on SSR. When they
demonstrated that reading was a good thing to do, other classmates began to do it
willingly.

SSR also paved the way for parental involvement. The school wide discussion of the
SSR topic carried over to the home. Parents became more interested in asking what their
children were reading in school. Parents began to talk about books, topics and reading in
the home. Some parents began coming to classrooms and participating during SSR
periods.

Staff Training

All of the participants need to be committed to the practice of Sustained Silent Reading
or it will not be effective. Teachers need training and support. They also need the
opportunity to collaborate and develop their programs. Telling students that reading is
meaningful isnt enough. Students need to be shown. Students also need guidance in
selecting materials that are well matched to their interests and ability. Teachers are
critical in helping students make that link happen. However, teachers themselves need
specific information and materials to make SSR work.

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Non-Accountability

Researchers found that the secret is to make kids responsible for their SSR time. Book
reports, reading logs, tests, etc. do not belong in pure SSR. Students should also have the
right to abandon books or materials that prove to be boring to them. What happens when
students find everything boring? That question leads to factor number seven, Follow-up
Activities.

Follow-up Activities

Follow-up activities give students opportunities to keep their enthusiasm about reading
flowing. Researchers found the most successful follow-up activities ranged from the
simple idea of talking about what the students have read to more project oriented
activities including, art, music, science and drama.

Researchers emphasized the difference between follow-up activities and accountability.
The power of individual choice appears to be undermined if readers perceive the
activities as accountability measures.

Time to Read

The higher the grade level that students are in, the less often they read for
pleasure.(Wiscont 1990) The secondary school, argue Krashen and McQuillan (1996) is
the perfect place to help students become proficient and lifelong readers by providing
independent reading time.

The most successful programs provide regularly scheduled SSR. Participating in daily
SSR was found to help students build the reading habit. Students who had SSR as little as
three times per week benefited. The average time per session measured fourteen to thirty
minutes. Massed time to read or all at once programs, where students are given
time to read on a monthly, weekly, or bi-weekly basis, are less effective.

Gay Ivey and Douglas Fisher (2005) also discuss the importance of giving students time
to read. They recount the example of a new high school principal who put an end to SSR.
The principal wanted to give instructional minutes back to teachers for direct instruction.
Everyone was surprised at the results. Not only did reading scores decline, scores
sagged in history and science as well.

In a February, 2000 survey of Sustained Silent Reading Practices, spanning ninety-six
seventh-grade reading teachers and covering thirty-two districts, Nancy Nagy (Nagy,
Campenni and Shaw 2000) emphasized that exposure to Sustained Silent Reading for
low-achieving students, can result in improved attitude toward reading and gains in
reading achievement, with positive effects lasting into adulthood. Students with reading
scores at or above grade level also benefit from SSR. Nagy concluded by stating, The

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practice of independent reading as a part of the school day continues to be recognized as
valuable.