The Value of Reading and the Effectiveness of Sustained Silent Reading

Siah, Poh Chua; Kwok, Wai-Ling

doi:10.1080/00098650903505340

Cited by 18 publications

(18 citation statements)

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“…It is labeled "pleasure reading," a time for students to choose their own texts and read uninterrupted. Indeed, scholars have emphasized students' development of literary judgment through pleasurable reading (Bertschi-Kaufmann & Graber, 2017) as well as the potential of silent individual reading of self-selected books to stimulate students' motivation and positive attitudes towards reading (Siah & Kwok, 2010;Von Sprecken & Krashen, 1998;Wigfield & Guthrie, 1997). It should be noted, however, that with one exception, silent individual reading is the only context in which students read novels in full rather than short excerpts.…”

Section: Discussionmentioning

confidence: 99%

“…Such independent reading is a growing practice in Norwegian classrooms (for an overview, see Svanes, 2016). As an instructional practice, SSR of self-selected books has been promoted for its potential to stimulate motivation and positive attitudes towards reading (Siah & Kwok, 2010;Von Sprecken & Krashen, 1998) and to combine the student's development of literary judgment with pleasurable reading (Bertschi-Kaufmann & Graber, 2017). Research shows that continued silent reading might improve reading flow (Pressley & Allington, 2014), vocabulary (Cunningham, 2005, and reading comprehension (Hiebert, Wilson, & Trainin, 2010).…”

Section: Theory and Literature Reviewmentioning

confidence: 99%

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The role of literature in the classroom: How and for what purposes do teachers in lower secondary school use literary texts?

Gabrielsen¹,

Blikstad‐Balas²,

Tengberg³

2019

L1 Educational Studies in Language and Literature

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This study investigates the use of literary texts in 178 video-recorded LA lessons across 47 lower-secondary Norwegian classrooms. It offers a systematic overview of how literary texts are read, used, and discussed across classrooms and investigates instructional practices related to literary texts and functions of texts in instruction. The results reveal a strong genre discourse across classrooms; reading literary texts is strongly connected to students' own writing, focusing on generic text features that are relevant for texts across the same genre. With one exception, shared instruction did not include novels except as individual pleasure reading. The findings align with concerns raised by scholars about the role of literature in language arts, revealing a rather reductionist use of literature across classrooms. Despite strong arguments and empirical support for students reading literature in school, such practices are poorly reflected in classrooms in this study. Our main contribution lies in the exploration of the practices by which adolescents are socialized into literary reading. We provide an exhaustive look at the everyday practices related to literary texts in language arts lessons and the ways these texts are framed, read, and discussed in education.

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Section: Discussionmentioning

confidence: 99%

Section: Theory and Literature Reviewmentioning

confidence: 99%

The role of literature in the classroom: How and for what purposes do teachers in lower secondary school use literary texts?

Gabrielsen¹,

Blikstad‐Balas²,

Tengberg³

2019

L1 Educational Studies in Language and Literature

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“…På barnetrinnet er stillelesing en vanlig arbeidsform i betydning at elevene leser stille i en uavbrutt periode (Siah & Kwok, 2010), hver for seg, i en selvvalgt bok. Vi vet derfor hva elevene gjør, eller i det minste hva de er satt til å gjøre.…”

Section: Innledningunclassified

“…En begrunnelse for stillelesing som skoleaktivitet er at elevene skal oppleve skjønnlitteratur, som igjen skal stimulere leselysten (Stuestøl, 2002) og gi positive holdninger til lesing (Siah & Kwok, 2010;Von Sprecken & Krashen, 1998). Ønsket om motivasjon for lesing er bakgrunnen for at elevene som oftest får velge selv hvilken bok de vil lese (Malloy & Gambrell, 2012), siden forskningen, ikke uventet, finner at engasjement og laering henger naert sammen i lesing.…”

Section: Innledningunclassified

Stillelesing i norskfaget – pustepause for læreren eller veiledningsøkt i lesing?

Svanes

2016

ADNO

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Denne studien undersøker hva fire lærere på barnetrinnet gjør når elevene leser stille. Stillelesing er en vanlig aktivitet i norske klasserom, men kunnskapen om hva læreren gjør i denne tiden og hvordan hun veileder faglig, er begrenset. Studien ønsker å bidra til økt viten om dette. For å belyse lærerens rolle under stillelesing, kombinerer studien forskning på stillelesing fra amerikanske klasserom med forskning på læreres tilbakemeldinger når elevene leser. De fire lærerne arbeider på 3. trinn. De er observert i en uke hver, og materialet består av videoopptak fra stillelesingsstundene i den uka lærerne er observert. Videoopptakene analyseres i lys av de fem grunnpilarene for leseopplæring (National reading panel, 2000): fonologisk bevissthet, avkoding, ordforråd, flyt og leseforståelse. Studien viser at lærerne bruker tiden under stillelesing svært forskjellig. To av lærerne bruker det aller meste av tiden på å høre på elevene lese og veilede dem faglig. De to andre lærerne bruker den største delen av tiden på organisering eller annet forefallende arbeid der de ikke kommuniserer med elever, for eksempel å rydde i klasserommet. Gjennom næranalyser av lærernes faglige veiledning finner studien at lærerne veileder i alle de relevante grunnpilarene for leseopplæring, men i ulik grad. Lærerne varierer også i hva slags type tilbakemeldinger de gir, og de bruker både ‘endelige’ tilbakemeldinger og ‘støttende’ tilbakemeldinger. Lærerne varierer veiledningen i større grad enn tidligere klasseromsstudier tilsier. Det kan imidlertid se ut som at lærere ville tjene på en bevisstgjøring rundt stillelesing som undervisningstid, og om ulike typer tilbakemeldinger.Nøkkelord: stillelesing, muntlige tilbakemeldinger, leseopplæring, barnetrinnet, norskfagetAbstractThis study explores what four teachers in primary school do when the pupils read silently. Silent reading (independent reading) is a common activity in Norwegian classrooms, but the knowledge about what the teacher does during this time and how she provides instructional support, is limited. This study aims to increase knowledge about this. To illuminate the teacher’s role during silent reading, the study combines research on silent reading with research on teachers’ feedback during oral reading. The four teachers are observed one week each, and the material consists of video recordings from the silent reading periods. The recordings are analyzed in light of the five pillars of reading instruction (National reading panel 2000): phonemic awareness, phonics, fluency, vocabulary and text comprehension. The study shows that the teachers spend the time during silent reading very differently. Two of them mostly spend the time on listening to the pupils read and on instructional support. The other two spend most time on organizing, or for instance tidying. Through close analyses of the teachers’ instructional support, the study finds that the teachers support the pupils in all the relevant pillars of reading instruction, but to a different degree. The teachers also vary in what kind of feedback they provide, using both ‘terminal’ and ‘sustaining’ feedback. The teachers vary their instructional support more than previous classroom studies have indicated. It looks, however, as if the teachers could profit on increased awareness about silent reading as teaching and about different kinds of feedback.Keywords: silent reading, oral feedback, reading instruction, primary school, Language arts

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“…There are several scientific studies indicating that attitudes towards reading had an important role upon acquiring reading habit, and success during both academic and business life (Kırmızı Susar et al, 2014;Broeder and Stokmans, 2013;Keskin, 2013;Warren-Kring and Waren, 2009;Kaniuka, 2009;Chua, 2008). However, there have also been several studies that proved no correlation between reading habit with positive attitudes or academic success (Vehovec et al, 2014;Pecorari et al, 2012;Petscher, 2010;Siah and Kwok, 2010;Yılmaz and Benli, 2010;Odabaş et al, 2008;Tel et al, 2007). Unwillingness towards reading if not assigned and the reasons why the attitudes towards reading do not redound on reading (Kanmaz and Saracaloğlu, 2012;Pala and Yıldız, 2012;Bağcı, 2010;Balcı, 2009;Chua, 2008;Roberts and Wilson, 2006;Atay, 2004;Bozkurt and Serin, 2003) are often attributed to the fact that who decides what to be read in and out of school, overlapping quality of what to be read and what liked to be read, whether the social environment has the reading habit and the value attributed to reading (Broeder and Stokmans, 2013;Conradi et al, 2013;Yılmaz and Benli, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Effect of book reading method upon attitudes of students towards learning and reading habit

Kara¹,

Izci²

2015

Educ. Res. Rev.

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The purpose of this study was to determine the effect of lessons trained through large group discussion method in a classroom environment during 10-15 min at the end of silent book reading activity for the first thirty minutes during a term upon attitudes of students towards learning and reading habit. The research was carried out with totally 89 students including 58 males and 31 females having Effective Communication lesson and studying in the 3rd grade of Adiyaman University, Faculty of Education and Elementary Education Social Sciences Department. For the analysis of obtained data, SPSS 20.00 package program was used. As result of data analysis, it was concluded that Book Reading Method (BRM) positively affected attitudes of students towards learning and reading habit.

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The Value of Reading and the Effectiveness of Sustained Silent Reading

Cited by 18 publications

References 18 publications

The role of literature in the classroom: How and for what purposes do teachers in lower secondary school use literary texts?

The role of literature in the classroom: How and for what purposes do teachers in lower secondary school use literary texts?

Stillelesing i norskfaget – pustepause for læreren eller veiledningsøkt i lesing?

Effect of book reading method upon attitudes of students towards learning and reading habit

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