Plan basics: Determine impact of sustained silent reading
and external rewards on reading motivation
My research study is chugging along nicely. I have begun doing my midpoint interviews and will give out the midpoint survey when school resumes after the weekend. Early indications from my interview are that students enjoy the sustained silent reading program, so that is a positive sign, but the real test is if it improves their reading motivation which I will get an indication of when the surveys are returned.
Successes
- The middle school homeroom teachers report that students appreciate and even look forward to reading day.
- I pass out the reading logs on the SSR day, but I had a student come ask me for her log so she could fill in books she has been reading outside of the period. Unfortunately, she's not one of my participating students, but I'm happy nonetheless.
Opportunities
- A few students in my homeroom (11th and 12th grade) still seem surprised and irritated when Tuesday morning rolls around and I ask them to pull out their reading material; however, after a few eye rolls and grumbles, they generally settle in and read for the duration
- Some students are not honestly or accurately filling out their reading logs.
Outside irritations
- A combination of student research projects and vacation days has limited my time to get the midpoint interviews and surveys administered.
Even though this SSR reading period may not generate an increase in students' reading motivation (the time frame I am working with may be too short to have a noticeable impact), I am happy to know a reading culture has sprung up with the secondary students. Tuesday from 8:30 to 8:45 is reading time. 15 minutes a week is not much, but it's a start.
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