Silent 3
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4HE %FFECTS OF THE 3USTAINED 3ILENT 2EADING 0ROGRAM ON #ULTIVATING 3TUDENTS (ABITS AND !TTITUDES IN 2EADING "OOKS FOR ,EISURE -Ê*"Ê 1 !FRICA LAUNCHED A CAMPAIGN h2EADING )S &OREVERv (ONG +ONG HELD AN )NTER 3CHOOL % "OOK 7RITING #OM PETITION AND 3WITZERLAND CONDUCTED A h0OLITICIANS 2EAD "OOKSv CAMPAIGN 5.%3#/ ND $ESPITE EDUCATORS AND POLICYMAKERS INCREASING REC OGNITION OF THE IMPORTANCE OF READING AN INTERNA TIONAL SURVEY CONDUCTED IN FIFTEEN COUNTRIES REVEALED A NOTABLE OUTCOME MOST CHILDREN FIFTEEN YEARS OLD SPEND MORE TIME WATCHING 46 PROGRAMS THAN READING /%#$ 4HIS FINDING POINTS TO THE NEED TO INVEST FURTHER EFFORTS TO DESIGN EFFECTIVE PROGRAMS TO CULTIVATE READING HABITS AMONG YOUTHS -ANY READING PROGRAMS TARGETING STUDENTS HAVE BEEN DESIGNED AND LAUNCHED INCLUDING SUSTAINED SILENT READ ING 332 FREE VOLUNTARY READING &62 DROP EVERYTHING AND READ $%!2 DAILY INDEPENDENT READING TIME $)24 AND UNINTERRUPTED SUSTAINED SILENT READING 5332 !LTHOUGH THERE ARE DIFFERENCES AMONG THEM THESE PROGRAMS SHARE SOME COMMON FEATURES SUCH AS LETTING STUDENTS READ SILENTLY FREELY AND WITHOUT INTER RUPTION 'ARDINER
!BSTRACT 4HE AUTHOR EXAMINES THE EFFECTS OF THE SUS TAINED SILENT READING PROGRAM ON CULTIVATING STUDENTS HABITS AND ATTITUDES IN READING BOOKS FOR LEISURE 4HE AUTHOR USED A TIME SERIES DESIGN AND MEASURED STU DENTS READING HABITS AND ATTITUDES THREE TIMES IN TWELVE MONTHS )T WAS EXPECTED THAT IF THE PROGRAM CREATED POSITIVE EFFECTS ON CULTIVATING STUDENTS HABITS AND ATTI TUDES SIGNIFICANT IMPROVEMENTS IN THEM WOULD APPEAR DURING IMPLEMENTATION 4HE RESULTS SUPPORTED THIS EXPECTATION !FTER SOME MONTHS THE NUMBER OF STUDENTS READING BOOKS FOR LEISURE DURING THE PROGRAM INCREASED 4HE NUMBER OF STUDENTS WHO AGREED THAT READING BOOKS FOR LEISURE WAS PLEASURABLE ALSO INCREASED (OWEVER THE NUMBER OF STUDENTS WHO SPENT MORE THAN ONE HOUR READING BOOKS FOR LEISURE AFTER SCHOOL DECREASED /THER PROGRAMS SHOULD BE LAUNCHED TO COMPLEMENT THE LIMI TATIONS OF THIS PROGRAM +EYWORDS LEISURE READING READING HABITS AND ATTITUDES SUSTAINED SILENT READING
)
N STUDIES RESEARCHERS HAVE FOUND A SIGNIFICANT ASSOCI ATION BETWEEN EARLY CULTIVATION OF CHILDRENS READING HABITS AND THEIR FUTURE SUCCESS /RGANIZATION FOR %CO NOMIC #OOPERATION AND $EVELOPMENT ;/%#$= !CCORDINGLY THE 5NITED .ATION %DUCATIONAL 3CIENTIFIC AND #ULTURAL /RGANIZATION 5.%3#/ INITIATED 7ORLD "OOK AND #OPYRIGHT $AY AT ITS MEETING AS A WAY TO ENCOURAGE MORE PEOPLE TO READ PUBLISH AND BE AWARE OF THE IMPORTANCE OF PROTECTING INTELLECTUAL PROPERTY 5.%3#/ ND -ORE COUNTRIES HAVE JOINED THE CELEBRATION OF 7ORLD "OOK AND #OPYRIGHT $AY AND MANY PROGRAMS HAVE BEEN DESIGNED TO ACHIEVE ITS GOAL &OR EXAMPLE 3OUTH
--,Ê*À}À>Ê>`Ê,i>`}Ê !MONG THESE PROGRAMS 332 HAS BEEN WIDELY APPLIED IN SCHOOLS "RYAN &AWSON AND 2EUTZEL ,YMAN (UNT AT THE 5NIVERSITY OF 6ERMONT PROPOSED THIS PRO GRAM IN THE S AND 53 PUBLIC SCHOOLS IMPLEMENTED IT IN THE S *ENSEN AND *ENSEN 2ESEARCHERS HAVE REPORTED POSITIVE OUTCOMES OF THE 332 PROGRAM #YNTHIA *ENSEN AND *ENSEN 6ALERI 'OLD 9OON SUCH AS AN IMPROVEMENT IN STUDENTS INTERESTS AND ATTITUDES TO READING 6ALERI 'OLD (OW EVER THEY HAVE ALSO REPORTED NEGATIVE OUTCOMES OF THE PROGRAM SUCH AS A POSSIBLE LESSENING OF STUDENTS
3IAH 0OH #HUA IS AN ASSISTANT PROFESSOR IN THE $EPARTMENT OF 0SYCHOLOGY 3OCIOLOGY AND 0OLITICAL 3CIENCE &ACULTY OF !RTS AND 3OCIAL 3CIENCE 5NIVERSITY 4UNKU !BDUL 2AH MAN 0ERAK -ALAYSIA #OPYRIGHT ¥ (ELDREF 0UBLICATIONS £nä
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INTEREST IN READING THROUGH THE PRACTICE OF THE 332 PROGRAM 0ARR AND -AGUINESS -ORE IMPORTANT THE .ATIONAL 2EADING 0ANEL CONDUCTED A REVIEW STUDY THAT DID NOT FIND ANY POSITIVE INFLUENCE OF THE 332 PROGRAM ON INDEPENDENT READING AND READING ACHIEVE MENT .ATIONAL )NSTITUTE OF #HILD (EALTH AND (UMAN $EVELOPMENT ;.)#(($= "ASED ON THESE CONTRASTING RESULTS MORE STUDIES WERE CLEARLY NEEDED TO DISCOVER THE LIMITATIONS OF THE 332 PROGRAM &OR EXAMPLE BECAUSE SCHOOLS LAUNCHED THE 332 PROGRAM IN DIFFERENT WAYS !KMAL /BERLIN AND 3HUGARMAN 3PEAKER WHAT WERE THE DIFFERENCES AMONG THESE 332 PROGRAMS )N ADDITION BECAUSE FEW STUDIES USED THE TIME SERIES DESIGN TO MONITOR CHANGES IN STUDENTS READING HABITS DURING THE 332 PROGRAM ITS EFFECTS WERE HARD TO EVALUATE .)#( ($ -OREOVER BECAUSE THE 332 PROGRAM WAS CONDUCTED IN SCHOOL HOW DID THE PROGRAM INFLUENCE STUDENTS AFTER SCHOOL READING HABITS ÃÊvÊ/ ÃÊ-ÌÕ`ÞÊ ) USED THE TIME SERIES DESIGN TO EXAMINE THE EFFECTS OF THE 332 PROGRAM ON CULTIVATING STUDENTS HABITS AND ATTITUDES REGARDING READING BOOKS FOR LEISURE BOTH DUR ING THE 332 PERIOD AND AFTER SCHOOL ) ASSESSED STUDENTS READING HABITS AND ATTITUDES THREE TIMES IN A TWELVE MONTH PERIOD ) EXPECTED THAT IF THE 332 PROGRAM DID SIGNIFICANTLY INFLUENCE STUDENTS HABITS AND ATTITUDES REGARDING LEISURE READING IMPROVEMENTS WOULD BE ASSOCIATED WITH THE DURATION OF IMPLEMENTATION -ORE OVER IF THE 332 PROGRAM SIGNIFICANTLY INFLUENCED STU DENTS HABITS IN BOOK READING FOR LEISURE AFTER SCHOOL IMPROVEMENTS IN REPORTED HOURS OF READING BOOKS FOR LEISURE AFTER SCHOOL SHOULD ALSO BE ASSOCIATED WITH THE DURATION OF IMPLEMENTATION ) CONDUCTED THIS STUDY AT A SECONDARY SCHOOL ) RECRUIT ED ONLY &ORM /NE FIRST YEAR SECONDARY EDUCATION STUDENTS SO THAT ) COULD ASSESS THE BASELINE MEASURE 4HE SALIENT PARTS OF THE 332 PROGRAM IN THIS SECONDARY SCHOOL WERE THE FOLLOWING A A TWENTY MINUTE READING TIME B TEACHERS STARTED THE PROGRAM IN THE FIRST PERIOD AND IT WAS PART OF EVERY SCHOOL DAY C STUDENTS WERE FREE TO CHOOSE WHICH BOOKS TO READ D ALL STUDENTS TEACHERS AND STAFF WERE TO DO NOTHING BUT READ BOOKS THEY LIKED E CLASS TEACHERS ACTED AS ROLE MODELS BY PARTICIPATING IN READING F TEACHERS ALLOWED NO INTERRUPTION OF STU DENTS READING G TEACHERS ENCOURAGED STUDENTS TO WRITE NOTES AND REFLECTIONS IN THEIR READING JOURNALS ) CONDUCTED THE FIRST MEASURE IN /CTOBER AFTER ALL &ORM /NE STUDENTS HAD PARTICIPATED IN THE 332 PROGRAM FOR ONE WEEK ) ASSESSED THE SECOND AND THIRD MEASURES IN &EBRUARY AND /CTOBER RESPECTIVELY 4HE NUMBER OF RESPONDENTS TO THE THREE MEASURES WERE AND RESPECTIVELY ) ASKED THE STUDENTS TO COMPLETE A QUESTIONNAIRE AND ANSWER THE FOLLOWING QUESTIONS
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4O WHAT EXTENT DID YOU READ BOOKS FOR LEISURE ACTIVELY DURING THE 332 PERIOD 7HAT WAS THE PROPORTION OF YOUR CLASSMATES THAT ENGAGED IN READING TASKS DURING THE 332 PERIOD (OW MANY HOURS DID YOU SPEND ON READING BOOKS FOR LEISURE AFTER SCHOOL 7HAT WERE YOUR ATTITUDES TOWARD READING BOOKS FOR LEISURE iÌ `Ê ! TEACHER DISTRIBUTED THE QUESTIONNAIRES TO STUDENTS DURING SCHOOL ASSEMBLY ON EACH OCCASION ) BRIEFED ALL STUDENTS ON THE METHODS OF ANSWERING THE QUESTION NAIRE FIRST AND THEN GAVE THEM TIME TO ASK QUESTIONS AND TWENTY MINUTES TO COMPLETE THE QUESTIONNAIRE $ETAILS OF THE QUESTIONS INCLUDED WERE THE FOLLOWING 2EADING HABITS DURING THE 332 PERIOD ) ASKED STU DENTS TO CHECK A BOX TO INDICATE HOW OFTEN ALWAYS SOMETIMES SELDOM OR NEVER THEY READ BOOKS FOR LEISURE ACTIVELY DURING THE 332 PERIOD #LASSMATES READING HABITS DURING THE 332 PERIOD ) ASKED STUDENTS TO ESTIMATE THE PROPORTION OF THEIR CLASSMATES WHO PRACTICED THE FOLLOWING BEHAVIORS DUR ING THE 332 PERIOD READ BOOKS FOR LEISURE ACTIVELY CHATTED WITH ONE ANOTHER AND DID OTHER WORK ) PRO VIDED FOUR RESPONSE CATEGORIES MOST CLASSMATES DID HALF THE CLASSMATES DID SOME CLASSMATES DID AND NO CLASSMATES DID 2EADING HABITS AFTER SCHOOL ) ASKED STUDENTS TO REPORT THE NUMBER OF HOURS THEY SPENT READING BOOKS FOR LEISURE AFTER SCHOOL ) GAVE FOUR RESPONSE CATEGORIES LESS THAN HALF AN HOUR HALF TO ONE HOUR ONE TO TWO HOURS AND MORE THAN TWO HOURS !TTITUDES TO LEISURE BOOK READING ) ASKED STUDENTS TO CHECK A BOX TO INDICATE HOW MUCH THEY AGREED THAT READ ING BOOKS FOR LEISURE WAS USEFUL MEANINGFUL PLEASURABLE AND ENJOYABLE 4HE FIVE RESPONSE CATEGORIES WERE STRONGLY AGREE AGREE NEUTRAL DISAGREE AND STRONGLY DISAGREE ,i>`}Ê>LÌÃÊÊ-V Ê 4HE RESULTS SUPPORTED MY EXPECTATION ABOUT STUDENTS READING HABITS DURING THE 332 PERIOD &IRST THE PERCENT AGES OF STUDENTS WHO ALWAYS OR SOMETIMES READ BOOKS FOR LEISURE ACTIVELY DURING THE 332 PERIOD WERE PERCENT PERCENT AND PERCENT FROM THE FIRST TO THE THIRD MEASURE RESPECTIVELY -ORE STUDENTS DID SO IN THE SECOND AND THIRD MEASURES THAN IN THE BASELINE ODDS RATIOS OF AND RESPECTIVELY BOTH PS SEE TABLE 3ECOND THE PERCENTAGES OF STUDENTS WHO ESTI MATED HALF OR MORE THAN HALF OF THEIR CLASSMATES TENDED TO READ BOOKS FOR LEISURE ACTIVELY DURING THE 332 PERIOD WERE PERCENT PERCENT AND PERCENT FROM THE FIRST TO THIRD MEASURE RESPECTIVELY -ORE STUDENTS MADE THIS ESTIMATION IN THE SECOND AND THIRD MEASURES THAN IN THE BASELINE ODDS RATIOS OF AND RESPECTIVELY ALL PS SEE TABLE 4HIRD THE PERCENTAGES OF STUDENTS
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4!",% 3TUDENTS AND 4HEIR #LASSMATES "EHAVIORS IN THE 3USTAINED 3ILENT 2EADING 332 0ERIOD
-EASURE
6ARIABLE (OW OFTEN DID YOU READ BOOKS FOR LEISURE ACTIVELY IN THE 332 PERIOD 3OMETIMES OR MOST OF THE TIME 3ELDOM OR NEVER 7HAT PROPORTION OF YOUR CLASSMATES READ BOOKS FOR LEISURE ACTIVELY IN THE 332 PERIOD (ALF OR MORE THAN HALF OF MY CLASSMATES .ONE OR LESS THAN HALF OF MY CLASSMATES 7HAT PROPORTION OF YOUR CLASSMATES CHATTED WITH ONE ANOTHER IN THE 332 PERIOD (ALF OR MORE THAN HALF OF MY CLASSMATES .ONE OR LESS THAN HALF OF MY CLASSMATES 7HAT PROPORTION OF YOUR CLASSMATES DID WORK THAT WAS UNRELATED TO READING IN THE 332 PERIOD (ALF OR MORE THAN HALF OF MY CLASSMATES .ONE OR LESS THAN HALF OF MY CLASSMATES
&IRST
3ECOND
N
/2
N
4HIRD /2
N
/2
.OTE /2 ODDS RATIO P
WHO ESTIMATED HALF OR MORE THAN HALF OF THEIR CLASSMATES CHATTED WITH ONE ANOTHER DURING THE 332 PERIOD WERE PERCENT PERCENT AND PERCENT FROM THE FIRST TO THIRD MEASURE RESPECTIVELY #OMPARED WITH THE BASELINE THE ODDS RATIOS OF THE SECOND AND THE THIRD MEASURE WERE AND RESPECTIVELY BOTH PS SEE TABLE &INALLY THE PERCENTAGES OF STUDENTS WHO ESTI MATED HALF OR MORE THAN HALF OF THEIR CLASSMATES DID WORK UNRELATED TO READING DURING THE 332 PERIOD WERE PERCENT PERCENT AND PERCENT FROM THE FIRST TO THE THIRD MEASURE RESPECTIVELY #OMPARED WITH THE BASE LINE THE ODDS OF THE SECOND AND THE THIRD MEASURE WERE AND RESPECTIVELY BOTH PS SEE TABLE 4HUS THE RESULTS REVEALED THAT THE PERCENTAGE OF STUDENTS WHO READ BOOKS FOR LEISURE ACTIVELY DURING THE 332 PERIOD AND THE PERCENTAGE OF STUDENTS WHO ESTIMATED HALF OR MORE THAN HALF OR THEIR CLASSMATES ENGAGED IN READING TASKS DURING THE 332 PERIOD INCREASED
,i>`}Ê>LÌÃÊ>vÌiÀÊ-V Ê -Y EXPECTATION FOR STUDENTS READING HABITS AFTER SCHOOL WAS NOT SUPPORTED BY THE RESULTS 4HE PERCENT AGE OF STUDENTS WHO SPENT MORE THAN ONE HOUR ON READING BOOKS FOR LEISURE AFTER SCHOOL DID NOT CHANGE SIGNIFICANTLY !CTUALLY THE PERCENTAGES OF STUDENTS WHO REPORTED SPENDING MORE THAN ONE HOUR ON READING BOOKS FOR LEISURE AFTER SCHOOL WERE PERCENT PERCENT AND PERCENT IN THE RESPECTIVE MEA SURES &EWER STUDENTS DID SO IN THE SECOND AND THE THIRD MEASURE THAN IN THE BASELINE ODDS RATIOS OF AND RESPECTIVELY BOTH PS SEE TABLE -ÌÕ`iÌýÊÌÌÌÕ`iÃÊÌÜ>À`Ê,i>`}Ê 4HE RESULTS PARTIALLY SUPPORTED THE EXPECTATION OF THE EFFECTS OF THE 332 PROGRAM ON STUDENTS ATTITUDES TOWARD READING BOOKS FOR LEISURE 4HERE WERE MORE STUDENTS IN THE THIRD MEASURE THAN IN THE FIRST MEASURE
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4!",% .UMBER OF (OURS 4HAT 3TUDENTS 3PENT ON 2EADING "OOKS FOR ,EISURE AFTER 3CHOOL %VERY $AY
-EASURE
6ARIABLE (OW MANY HOURS DID YOU SPEND READING BOOKS FOR LEISURE AFTER SCHOOL EVERY DAY /NE HOUR OR MORE ,ESS THAN ONE HOUR
&IRST
3ECOND
N
/2
N
4HIRD /2
N
/2
.OTE /2 ODDS RATIO P
WHO AGREED OR STRONGLY AGREED THAT READING BOOKS FOR LEISURE WAS PLEASURABLE AND ENJOYABLE ODDS RATIOS OF AND RESPECTIVELY PS .ONETHELESS NO SUCH DIFFERENCE APPEARED IN THE RESPONSES TO WHETHER THEY FELT THAT READING BOOKS FOR LEISURE WAS USEFUL OR MEANINGFUL SEE TABLE )N OTHER WORDS THE PERCENTAGE OF STUDENTS WHO AGREED OR STRONGLY AGREED THAT READING BOOKS FOR LEISURE WAS PLEASURABLE AND ENJOYABLE INCREASED AFTER TWELVE MONTHS OF IMPLEMENTATION (OWEVER THE PERCENTAGE OF STUDENTS WHO AGREED OR STRONGLY AGREED THAT READING
BOOKS FOR LEISURE WAS USEFUL AND MEANINGFUL DID NOT CHANGE SIGNIFICANTLY )T SEEMED THAT THE 332 PROGRAM IMPROVED STUDENTS AFFECTIVE REACTIONS BUT NOT THEIR COGNITIVE REACTIONS TO READING BOOKS FOR LEISURE
VÕÃÊ /N THE BASIS OF THESE FINDINGS ) MAKE SOME CONCLU SIONS &IRST IT IS POSSIBLE TO SAY THAT THE 332 PROGRAM HAD A SIGNIFICANT EFFECT ON CULTIVATING STUDENTS READING HABITS IN THE 332 PERIOD 3ECOND THE PROGRAM HAD A SIGNIFICANT EFFECT ON CULTIVATING STUDENTS PLEASURE IN
4!",% 3TUDENTS !TTITUDES TOWARD 2EADING "OOKS FOR ,EISURE
-EASURE
6ARIABLE
&IRST
3ECOND
N
/2
0LEASURABLE !GREE OR STRONGLY AGREE .EUTRAL DISAGREE OR STRONGLY DISAGREE
%NJOYABLE !GREE OR STRONGLY AGREE .EUTRAL DISAGREE OR STRONGLY DISAGREE
5SEFUL !GREE OR STRONGLY AGREE .EUTRAL DISAGREE OR STRONGLY DISAGREE -EANINGFUL !GREE OR STRONGLY AGREE .EUTRAL DISAGREE OR STRONGLY DISAGREE
.OTE /2 ODDS RATIO P
N
4HIRD /2
N
/2
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AND ENJOYMENT OF READING &INALLY THE EFFECTS OF THE PROGRAM DID NOT EXTEND TO STUDENTS READING HABITS AFTER SCHOOL )S IT POSSIBLE THAT THE IMPROVEMENT IN STUDENTS READING HABITS DURING THE 332 PERIOD WAS A RESULT OF TEACHERS INCREASINGLY SOPHISTICATED MANAGEMENT SKILLS 4HE RESULTS OF INCREASINGLY POSITIVE AFFECTIVE REACTIONS OF STUDENTS TOWARD READING BOOKS FOR LEISURE COULD BE SEEN AS SUPPORTIVE EVIDENCE TO DISPROVE THIS DOUBT )F STUDENTS READING BEHAVIORS DURING THE 332 PERIOD WERE A RESULT OF THE TEACHERS MANAGEMENT SKILLS THERE WOULD BE NO REASON FOR THE INCREASING NUMBERS OF STUDENTS WHO REPORTED THAT READING BOOKS FOR LEISURE WAS PLEA SURABLE AND ENJOYABLE 4HE COGNITIVE REACTIONS OF STUDENTS TO READING BOOKS FOR LEISURE SHOULD BE OF CONCERN )T MIGHT INDICATE THAT STUDENTS DID NOT FIND VALUE IN OR A RATIONALE FOR READ ING BOOKS FOR LEISURE 4HE DISCREPANCY BETWEEN AFFECTIVE AND COGNITIVE REACTIONS TO READING BOOKS FOR LEISURE MIGHT CAUSE PROBLEMS IN THE PERSISTENCE OF THE HABIT OF READING BOOKS FOR LEISURE IN THE FUTURE 4HE RESULTS OF THIS STUDY ALSO REVEALED A LIMITATION OF THE EFFECT OF THE 332 PROGRAM IN THAT IT DID NOT HAVE ANY SIGNIFICANT EFFECT ON CULTIVATING STUDENTS AFTER SCHOOL READING HABITS 3TUDENTS SPENT FEWER HOURS READ ING BOOKS FOR LEISURE AFTER SCHOOL SUBSEQUENT TO THE LAUNCH OF THE 332 PROGRAM !LTHOUGH THE 332 PROGRAM COULD CULTIVATE STUDENTS AFFECTIVE REACTIONS TO READING BOOKS FOR LEISURE IT DID NOT CAUSE STUDENTS TO SPEND MORE TIME ACTIVELY READING BOOKS FOR LEISURE .ONETHELESS THERE ARE SOME LIMITATIONS IN THIS STUDY &IRST BECAUSE THIS IS NOT A LABORATORY STUDY CON FOUNDING VARIABLES SUCH AS THE HISTORICAL EVENTS AND MATURATION THAT OCCURRED DURING THIS STUDY MIGHT HAVE UNAVOIDABLY INFLUENCED THE RESULTS 4HUS FUTURE STUDIES MIGHT USE A QUASI EXPERIMENTAL DESIGN OR MULTIPLE BASELINE DESIGN TO RULE OUT THESE VARIABLES -OREOVER ALTHOUGH THIS STUDY AIMED TO IMPROVE THE RELIABILITY OF THE MEASUREMENTS BY ASSESSING BOTH THE STUDENTS SELF REPORTS AND THEIR ESTIMATION OF THEIR CLASSMATES BEHAV IORS DURING THE 332 PERIOD SOME REPORTING OR ESTIMAT ING BIAS COULD STILL HAVE EXISTED &UTURE STUDIES MIGHT
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INCLUDE OTHER MEASUREMENTS SUCH AS OBSERVATION AND REPORTS FROM TEACHERS TO FURTHER IMPROVE RELIABILITY AND VALIDITY )N SUM THE RESULTS OF THIS STUDY SUGGEST THAT ADDITIONAL PROGRAMS SHOULD BE DESIGNED TO COUN TER THE LIMITATIONS OF THE 332 PROGRAM TARGET CULTIVAT ING THE VALUE OF READING AMONG STUDENTS AND PROMOTE STUDENTS READING HABITS BEYOND THE CLASSROOM , ,
-Ê !KMAL 4 4 %COLOGICAL APPROACHES TO SUSTAINED SILENT READING #ONFERENCE CONTRACTING AND RELATING TO MIDDLE SCHOOL STUDENTS 4HE #LEARING (OUSE n "RYAN ' 0 # &AWSON AND $ 2 2EUTZEL 3USTAINED SILENT READING %XPLORING THE VALUE OF LITERATURE DISCUSSION WITH THREE NON ENGAGED READERS 2EADING 2ESEARCH AND )NSTRUCTION n #YNTHIA ! 3USTAINED SILENT READING 4RY IT YOULL LIKE IT 4HE 2EADING 4EACHER n 'ARDINER 3 4EN MINUTES A DAY FOR SILENT READING %DUCATIONAL ,EADERSHIP n *ENSEN 4 , AND 6 3 *ENSEN 3USTAINED SILENT READING AND YOUNG ADULT SHORT STORIES FOR HIGH SCHOOL CLASSES !,!. 2EVIEW n .ATIONAL )NSTITUTE OF #HILD (EALTH AND (UMAN $EVELOPMENT 2EPORT OF THE .ATIONAL 2EADING 0ANEL 4EACHING CHILDREN TO READ !N EVIDENCE BASED ASSESSMENT OF THE SCIENTIFIC RESEARCH LITERATURE ON READING AND ITS IMPLICATIONS FOR READING INSTRUCTION 2EPORTS OF THE SUBGROUPS .)( 0UBLICATION .O n 7ASHINGTON $# 'OVERNMENT 0RINTING /FFICE /BERLIN + * AND 3 , 3HUGARMAN )MPLEMENTING THE READING WORKSHOP WITH MIDDLE SCHOOL ,$ READERS *OURNAL OF 2EADING n /RGANIZATION FOR %CONOMIC #OOPERATION AND $EVELOPMENT ,ITERACY SKILLS FOR THE WORLD OF TOMORROW HTTPWWWOECDORG DOCUMENT EN??????? HTML ACCESSED *ULY 0ARR * - AND # -AGUINESS 2EMOVING THE SILENT FROM 332 6OLUNTARY READING AS SOCIAL PRACTICE *OURNAL OF !DOLESCENT AND !DULT ,ITERACY n 0YLE 6 3 332 n 7 "EYOND SILENT READING *OURNAL OF 2EADING n 3PEAKER 2 " * !NOTHER TWIST ON READING 332 $ *OURNAL OF 2EADING n 5NITED .ATION %DUCATIONAL 3CIENTIFIC AND #ULTURAL /RGANISATION ND !PRIL 7ORLD "OOK AND #OPYRIGHT $AY HTTPWWWUNESCOORG BPIENGUNESCOPRESS EHTM ACCESSED *ULY 6ALERI 'OLD - 5NINTERRUPTED SUSTAINED SILENT READING IS AN EFFECTIVE AUTHENTIC METHOD FOR COLLEGE DEVELOPMENTAL LEARNERS *OURNAL OF 2EADING n 9OON * # 4HREE DECADES OF SUSTAINED SILENT READING ! META ANALYTIC REVIEW OF THE EFFECTS OF 332 ON ATTITUDE TOWARD READING 2EADING )MPROVEMENT n
!BSTRACT 4HE AUTHOR EXAMINES THE EFFECTS OF THE SUS TAINED SILENT READING PROGRAM ON CULTIVATING STUDENTS HABITS AND ATTITUDES IN READING BOOKS FOR LEISURE 4HE AUTHOR USED A TIME SERIES DESIGN AND MEASURED STU DENTS READING HABITS AND ATTITUDES THREE TIMES IN TWELVE MONTHS )T WAS EXPECTED THAT IF THE PROGRAM CREATED POSITIVE EFFECTS ON CULTIVATING STUDENTS HABITS AND ATTI TUDES SIGNIFICANT IMPROVEMENTS IN THEM WOULD APPEAR DURING IMPLEMENTATION 4HE RESULTS SUPPORTED THIS EXPECTATION !FTER SOME MONTHS THE NUMBER OF STUDENTS READING BOOKS FOR LEISURE DURING THE PROGRAM INCREASED 4HE NUMBER OF STUDENTS WHO AGREED THAT READING BOOKS FOR LEISURE WAS PLEASURABLE ALSO INCREASED (OWEVER THE NUMBER OF STUDENTS WHO SPENT MORE THAN ONE HOUR READING BOOKS FOR LEISURE AFTER SCHOOL DECREASED /THER PROGRAMS SHOULD BE LAUNCHED TO COMPLEMENT THE LIMI TATIONS OF THIS PROGRAM +EYWORDS LEISURE READING READING HABITS AND ATTITUDES SUSTAINED SILENT READING
)
N STUDIES RESEARCHERS HAVE FOUND A SIGNIFICANT ASSOCI ATION BETWEEN EARLY CULTIVATION OF CHILDRENS READING HABITS AND THEIR FUTURE SUCCESS /RGANIZATION FOR %CO NOMIC #OOPERATION AND $EVELOPMENT ;/%#$= !CCORDINGLY THE 5NITED .ATION %DUCATIONAL 3CIENTIFIC AND #ULTURAL /RGANIZATION 5.%3#/ INITIATED 7ORLD "OOK AND #OPYRIGHT $AY AT ITS MEETING AS A WAY TO ENCOURAGE MORE PEOPLE TO READ PUBLISH AND BE AWARE OF THE IMPORTANCE OF PROTECTING INTELLECTUAL PROPERTY 5.%3#/ ND -ORE COUNTRIES HAVE JOINED THE CELEBRATION OF 7ORLD "OOK AND #OPYRIGHT $AY AND MANY PROGRAMS HAVE BEEN DESIGNED TO ACHIEVE ITS GOAL &OR EXAMPLE 3OUTH
--,Ê*À}À>Ê>`Ê,i>`}Ê !MONG THESE PROGRAMS 332 HAS BEEN WIDELY APPLIED IN SCHOOLS "RYAN &AWSON AND 2EUTZEL ,YMAN (UNT AT THE 5NIVERSITY OF 6ERMONT PROPOSED THIS PRO GRAM IN THE S AND 53 PUBLIC SCHOOLS IMPLEMENTED IT IN THE S *ENSEN AND *ENSEN 2ESEARCHERS HAVE REPORTED POSITIVE OUTCOMES OF THE 332 PROGRAM #YNTHIA *ENSEN AND *ENSEN 6ALERI 'OLD 9OON SUCH AS AN IMPROVEMENT IN STUDENTS INTERESTS AND ATTITUDES TO READING 6ALERI 'OLD (OW EVER THEY HAVE ALSO REPORTED NEGATIVE OUTCOMES OF THE PROGRAM SUCH AS A POSSIBLE LESSENING OF STUDENTS
3IAH 0OH #HUA IS AN ASSISTANT PROFESSOR IN THE $EPARTMENT OF 0SYCHOLOGY 3OCIOLOGY AND 0OLITICAL 3CIENCE &ACULTY OF !RTS AND 3OCIAL 3CIENCE 5NIVERSITY 4UNKU !BDUL 2AH MAN 0ERAK -ALAYSIA #OPYRIGHT ¥ (ELDREF 0UBLICATIONS £nä
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INTEREST IN READING THROUGH THE PRACTICE OF THE 332 PROGRAM 0ARR AND -AGUINESS -ORE IMPORTANT THE .ATIONAL 2EADING 0ANEL CONDUCTED A REVIEW STUDY THAT DID NOT FIND ANY POSITIVE INFLUENCE OF THE 332 PROGRAM ON INDEPENDENT READING AND READING ACHIEVE MENT .ATIONAL )NSTITUTE OF #HILD (EALTH AND (UMAN $EVELOPMENT ;.)#(($= "ASED ON THESE CONTRASTING RESULTS MORE STUDIES WERE CLEARLY NEEDED TO DISCOVER THE LIMITATIONS OF THE 332 PROGRAM &OR EXAMPLE BECAUSE SCHOOLS LAUNCHED THE 332 PROGRAM IN DIFFERENT WAYS !KMAL /BERLIN AND 3HUGARMAN 3PEAKER WHAT WERE THE DIFFERENCES AMONG THESE 332 PROGRAMS )N ADDITION BECAUSE FEW STUDIES USED THE TIME SERIES DESIGN TO MONITOR CHANGES IN STUDENTS READING HABITS DURING THE 332 PROGRAM ITS EFFECTS WERE HARD TO EVALUATE .)#( ($ -OREOVER BECAUSE THE 332 PROGRAM WAS CONDUCTED IN SCHOOL HOW DID THE PROGRAM INFLUENCE STUDENTS AFTER SCHOOL READING HABITS ÃÊvÊ/ ÃÊ-ÌÕ`ÞÊ ) USED THE TIME SERIES DESIGN TO EXAMINE THE EFFECTS OF THE 332 PROGRAM ON CULTIVATING STUDENTS HABITS AND ATTITUDES REGARDING READING BOOKS FOR LEISURE BOTH DUR ING THE 332 PERIOD AND AFTER SCHOOL ) ASSESSED STUDENTS READING HABITS AND ATTITUDES THREE TIMES IN A TWELVE MONTH PERIOD ) EXPECTED THAT IF THE 332 PROGRAM DID SIGNIFICANTLY INFLUENCE STUDENTS HABITS AND ATTITUDES REGARDING LEISURE READING IMPROVEMENTS WOULD BE ASSOCIATED WITH THE DURATION OF IMPLEMENTATION -ORE OVER IF THE 332 PROGRAM SIGNIFICANTLY INFLUENCED STU DENTS HABITS IN BOOK READING FOR LEISURE AFTER SCHOOL IMPROVEMENTS IN REPORTED HOURS OF READING BOOKS FOR LEISURE AFTER SCHOOL SHOULD ALSO BE ASSOCIATED WITH THE DURATION OF IMPLEMENTATION ) CONDUCTED THIS STUDY AT A SECONDARY SCHOOL ) RECRUIT ED ONLY &ORM /NE FIRST YEAR SECONDARY EDUCATION STUDENTS SO THAT ) COULD ASSESS THE BASELINE MEASURE 4HE SALIENT PARTS OF THE 332 PROGRAM IN THIS SECONDARY SCHOOL WERE THE FOLLOWING A A TWENTY MINUTE READING TIME B TEACHERS STARTED THE PROGRAM IN THE FIRST PERIOD AND IT WAS PART OF EVERY SCHOOL DAY C STUDENTS WERE FREE TO CHOOSE WHICH BOOKS TO READ D ALL STUDENTS TEACHERS AND STAFF WERE TO DO NOTHING BUT READ BOOKS THEY LIKED E CLASS TEACHERS ACTED AS ROLE MODELS BY PARTICIPATING IN READING F TEACHERS ALLOWED NO INTERRUPTION OF STU DENTS READING G TEACHERS ENCOURAGED STUDENTS TO WRITE NOTES AND REFLECTIONS IN THEIR READING JOURNALS ) CONDUCTED THE FIRST MEASURE IN /CTOBER AFTER ALL &ORM /NE STUDENTS HAD PARTICIPATED IN THE 332 PROGRAM FOR ONE WEEK ) ASSESSED THE SECOND AND THIRD MEASURES IN &EBRUARY AND /CTOBER RESPECTIVELY 4HE NUMBER OF RESPONDENTS TO THE THREE MEASURES WERE AND RESPECTIVELY ) ASKED THE STUDENTS TO COMPLETE A QUESTIONNAIRE AND ANSWER THE FOLLOWING QUESTIONS
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4O WHAT EXTENT DID YOU READ BOOKS FOR LEISURE ACTIVELY DURING THE 332 PERIOD 7HAT WAS THE PROPORTION OF YOUR CLASSMATES THAT ENGAGED IN READING TASKS DURING THE 332 PERIOD (OW MANY HOURS DID YOU SPEND ON READING BOOKS FOR LEISURE AFTER SCHOOL 7HAT WERE YOUR ATTITUDES TOWARD READING BOOKS FOR LEISURE iÌ `Ê ! TEACHER DISTRIBUTED THE QUESTIONNAIRES TO STUDENTS DURING SCHOOL ASSEMBLY ON EACH OCCASION ) BRIEFED ALL STUDENTS ON THE METHODS OF ANSWERING THE QUESTION NAIRE FIRST AND THEN GAVE THEM TIME TO ASK QUESTIONS AND TWENTY MINUTES TO COMPLETE THE QUESTIONNAIRE $ETAILS OF THE QUESTIONS INCLUDED WERE THE FOLLOWING 2EADING HABITS DURING THE 332 PERIOD ) ASKED STU DENTS TO CHECK A BOX TO INDICATE HOW OFTEN ALWAYS SOMETIMES SELDOM OR NEVER THEY READ BOOKS FOR LEISURE ACTIVELY DURING THE 332 PERIOD #LASSMATES READING HABITS DURING THE 332 PERIOD ) ASKED STUDENTS TO ESTIMATE THE PROPORTION OF THEIR CLASSMATES WHO PRACTICED THE FOLLOWING BEHAVIORS DUR ING THE 332 PERIOD READ BOOKS FOR LEISURE ACTIVELY CHATTED WITH ONE ANOTHER AND DID OTHER WORK ) PRO VIDED FOUR RESPONSE CATEGORIES MOST CLASSMATES DID HALF THE CLASSMATES DID SOME CLASSMATES DID AND NO CLASSMATES DID 2EADING HABITS AFTER SCHOOL ) ASKED STUDENTS TO REPORT THE NUMBER OF HOURS THEY SPENT READING BOOKS FOR LEISURE AFTER SCHOOL ) GAVE FOUR RESPONSE CATEGORIES LESS THAN HALF AN HOUR HALF TO ONE HOUR ONE TO TWO HOURS AND MORE THAN TWO HOURS !TTITUDES TO LEISURE BOOK READING ) ASKED STUDENTS TO CHECK A BOX TO INDICATE HOW MUCH THEY AGREED THAT READ ING BOOKS FOR LEISURE WAS USEFUL MEANINGFUL PLEASURABLE AND ENJOYABLE 4HE FIVE RESPONSE CATEGORIES WERE STRONGLY AGREE AGREE NEUTRAL DISAGREE AND STRONGLY DISAGREE ,i>`}Ê>LÌÃÊÊ-V Ê 4HE RESULTS SUPPORTED MY EXPECTATION ABOUT STUDENTS READING HABITS DURING THE 332 PERIOD &IRST THE PERCENT AGES OF STUDENTS WHO ALWAYS OR SOMETIMES READ BOOKS FOR LEISURE ACTIVELY DURING THE 332 PERIOD WERE PERCENT PERCENT AND PERCENT FROM THE FIRST TO THE THIRD MEASURE RESPECTIVELY -ORE STUDENTS DID SO IN THE SECOND AND THIRD MEASURES THAN IN THE BASELINE ODDS RATIOS OF AND RESPECTIVELY BOTH PS SEE TABLE 3ECOND THE PERCENTAGES OF STUDENTS WHO ESTI MATED HALF OR MORE THAN HALF OF THEIR CLASSMATES TENDED TO READ BOOKS FOR LEISURE ACTIVELY DURING THE 332 PERIOD WERE PERCENT PERCENT AND PERCENT FROM THE FIRST TO THIRD MEASURE RESPECTIVELY -ORE STUDENTS MADE THIS ESTIMATION IN THE SECOND AND THIRD MEASURES THAN IN THE BASELINE ODDS RATIOS OF AND RESPECTIVELY ALL PS SEE TABLE 4HIRD THE PERCENTAGES OF STUDENTS
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4!",% 3TUDENTS AND 4HEIR #LASSMATES "EHAVIORS IN THE 3USTAINED 3ILENT 2EADING 332 0ERIOD
-EASURE
6ARIABLE (OW OFTEN DID YOU READ BOOKS FOR LEISURE ACTIVELY IN THE 332 PERIOD 3OMETIMES OR MOST OF THE TIME 3ELDOM OR NEVER 7HAT PROPORTION OF YOUR CLASSMATES READ BOOKS FOR LEISURE ACTIVELY IN THE 332 PERIOD (ALF OR MORE THAN HALF OF MY CLASSMATES .ONE OR LESS THAN HALF OF MY CLASSMATES 7HAT PROPORTION OF YOUR CLASSMATES CHATTED WITH ONE ANOTHER IN THE 332 PERIOD (ALF OR MORE THAN HALF OF MY CLASSMATES .ONE OR LESS THAN HALF OF MY CLASSMATES 7HAT PROPORTION OF YOUR CLASSMATES DID WORK THAT WAS UNRELATED TO READING IN THE 332 PERIOD (ALF OR MORE THAN HALF OF MY CLASSMATES .ONE OR LESS THAN HALF OF MY CLASSMATES
&IRST
3ECOND
N
/2
N
4HIRD /2
N
/2
.OTE /2 ODDS RATIO P
WHO ESTIMATED HALF OR MORE THAN HALF OF THEIR CLASSMATES CHATTED WITH ONE ANOTHER DURING THE 332 PERIOD WERE PERCENT PERCENT AND PERCENT FROM THE FIRST TO THIRD MEASURE RESPECTIVELY #OMPARED WITH THE BASELINE THE ODDS RATIOS OF THE SECOND AND THE THIRD MEASURE WERE AND RESPECTIVELY BOTH PS SEE TABLE &INALLY THE PERCENTAGES OF STUDENTS WHO ESTI MATED HALF OR MORE THAN HALF OF THEIR CLASSMATES DID WORK UNRELATED TO READING DURING THE 332 PERIOD WERE PERCENT PERCENT AND PERCENT FROM THE FIRST TO THE THIRD MEASURE RESPECTIVELY #OMPARED WITH THE BASE LINE THE ODDS OF THE SECOND AND THE THIRD MEASURE WERE AND RESPECTIVELY BOTH PS SEE TABLE 4HUS THE RESULTS REVEALED THAT THE PERCENTAGE OF STUDENTS WHO READ BOOKS FOR LEISURE ACTIVELY DURING THE 332 PERIOD AND THE PERCENTAGE OF STUDENTS WHO ESTIMATED HALF OR MORE THAN HALF OR THEIR CLASSMATES ENGAGED IN READING TASKS DURING THE 332 PERIOD INCREASED
,i>`}Ê>LÌÃÊ>vÌiÀÊ-V Ê -Y EXPECTATION FOR STUDENTS READING HABITS AFTER SCHOOL WAS NOT SUPPORTED BY THE RESULTS 4HE PERCENT AGE OF STUDENTS WHO SPENT MORE THAN ONE HOUR ON READING BOOKS FOR LEISURE AFTER SCHOOL DID NOT CHANGE SIGNIFICANTLY !CTUALLY THE PERCENTAGES OF STUDENTS WHO REPORTED SPENDING MORE THAN ONE HOUR ON READING BOOKS FOR LEISURE AFTER SCHOOL WERE PERCENT PERCENT AND PERCENT IN THE RESPECTIVE MEA SURES &EWER STUDENTS DID SO IN THE SECOND AND THE THIRD MEASURE THAN IN THE BASELINE ODDS RATIOS OF AND RESPECTIVELY BOTH PS SEE TABLE -ÌÕ`iÌýÊÌÌÌÕ`iÃÊÌÜ>À`Ê,i>`}Ê 4HE RESULTS PARTIALLY SUPPORTED THE EXPECTATION OF THE EFFECTS OF THE 332 PROGRAM ON STUDENTS ATTITUDES TOWARD READING BOOKS FOR LEISURE 4HERE WERE MORE STUDENTS IN THE THIRD MEASURE THAN IN THE FIRST MEASURE
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4!",% .UMBER OF (OURS 4HAT 3TUDENTS 3PENT ON 2EADING "OOKS FOR ,EISURE AFTER 3CHOOL %VERY $AY
-EASURE
6ARIABLE (OW MANY HOURS DID YOU SPEND READING BOOKS FOR LEISURE AFTER SCHOOL EVERY DAY /NE HOUR OR MORE ,ESS THAN ONE HOUR
&IRST
3ECOND
N
/2
N
4HIRD /2
N
/2
.OTE /2 ODDS RATIO P
WHO AGREED OR STRONGLY AGREED THAT READING BOOKS FOR LEISURE WAS PLEASURABLE AND ENJOYABLE ODDS RATIOS OF AND RESPECTIVELY PS .ONETHELESS NO SUCH DIFFERENCE APPEARED IN THE RESPONSES TO WHETHER THEY FELT THAT READING BOOKS FOR LEISURE WAS USEFUL OR MEANINGFUL SEE TABLE )N OTHER WORDS THE PERCENTAGE OF STUDENTS WHO AGREED OR STRONGLY AGREED THAT READING BOOKS FOR LEISURE WAS PLEASURABLE AND ENJOYABLE INCREASED AFTER TWELVE MONTHS OF IMPLEMENTATION (OWEVER THE PERCENTAGE OF STUDENTS WHO AGREED OR STRONGLY AGREED THAT READING
BOOKS FOR LEISURE WAS USEFUL AND MEANINGFUL DID NOT CHANGE SIGNIFICANTLY )T SEEMED THAT THE 332 PROGRAM IMPROVED STUDENTS AFFECTIVE REACTIONS BUT NOT THEIR COGNITIVE REACTIONS TO READING BOOKS FOR LEISURE
VÕÃÊ /N THE BASIS OF THESE FINDINGS ) MAKE SOME CONCLU SIONS &IRST IT IS POSSIBLE TO SAY THAT THE 332 PROGRAM HAD A SIGNIFICANT EFFECT ON CULTIVATING STUDENTS READING HABITS IN THE 332 PERIOD 3ECOND THE PROGRAM HAD A SIGNIFICANT EFFECT ON CULTIVATING STUDENTS PLEASURE IN
4!",% 3TUDENTS !TTITUDES TOWARD 2EADING "OOKS FOR ,EISURE
-EASURE
6ARIABLE
&IRST
3ECOND
N
/2
0LEASURABLE !GREE OR STRONGLY AGREE .EUTRAL DISAGREE OR STRONGLY DISAGREE
%NJOYABLE !GREE OR STRONGLY AGREE .EUTRAL DISAGREE OR STRONGLY DISAGREE
5SEFUL !GREE OR STRONGLY AGREE .EUTRAL DISAGREE OR STRONGLY DISAGREE -EANINGFUL !GREE OR STRONGLY AGREE .EUTRAL DISAGREE OR STRONGLY DISAGREE
.OTE /2 ODDS RATIO P
N
4HIRD /2
N
/2
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AND ENJOYMENT OF READING &INALLY THE EFFECTS OF THE PROGRAM DID NOT EXTEND TO STUDENTS READING HABITS AFTER SCHOOL )S IT POSSIBLE THAT THE IMPROVEMENT IN STUDENTS READING HABITS DURING THE 332 PERIOD WAS A RESULT OF TEACHERS INCREASINGLY SOPHISTICATED MANAGEMENT SKILLS 4HE RESULTS OF INCREASINGLY POSITIVE AFFECTIVE REACTIONS OF STUDENTS TOWARD READING BOOKS FOR LEISURE COULD BE SEEN AS SUPPORTIVE EVIDENCE TO DISPROVE THIS DOUBT )F STUDENTS READING BEHAVIORS DURING THE 332 PERIOD WERE A RESULT OF THE TEACHERS MANAGEMENT SKILLS THERE WOULD BE NO REASON FOR THE INCREASING NUMBERS OF STUDENTS WHO REPORTED THAT READING BOOKS FOR LEISURE WAS PLEA SURABLE AND ENJOYABLE 4HE COGNITIVE REACTIONS OF STUDENTS TO READING BOOKS FOR LEISURE SHOULD BE OF CONCERN )T MIGHT INDICATE THAT STUDENTS DID NOT FIND VALUE IN OR A RATIONALE FOR READ ING BOOKS FOR LEISURE 4HE DISCREPANCY BETWEEN AFFECTIVE AND COGNITIVE REACTIONS TO READING BOOKS FOR LEISURE MIGHT CAUSE PROBLEMS IN THE PERSISTENCE OF THE HABIT OF READING BOOKS FOR LEISURE IN THE FUTURE 4HE RESULTS OF THIS STUDY ALSO REVEALED A LIMITATION OF THE EFFECT OF THE 332 PROGRAM IN THAT IT DID NOT HAVE ANY SIGNIFICANT EFFECT ON CULTIVATING STUDENTS AFTER SCHOOL READING HABITS 3TUDENTS SPENT FEWER HOURS READ ING BOOKS FOR LEISURE AFTER SCHOOL SUBSEQUENT TO THE LAUNCH OF THE 332 PROGRAM !LTHOUGH THE 332 PROGRAM COULD CULTIVATE STUDENTS AFFECTIVE REACTIONS TO READING BOOKS FOR LEISURE IT DID NOT CAUSE STUDENTS TO SPEND MORE TIME ACTIVELY READING BOOKS FOR LEISURE .ONETHELESS THERE ARE SOME LIMITATIONS IN THIS STUDY &IRST BECAUSE THIS IS NOT A LABORATORY STUDY CON FOUNDING VARIABLES SUCH AS THE HISTORICAL EVENTS AND MATURATION THAT OCCURRED DURING THIS STUDY MIGHT HAVE UNAVOIDABLY INFLUENCED THE RESULTS 4HUS FUTURE STUDIES MIGHT USE A QUASI EXPERIMENTAL DESIGN OR MULTIPLE BASELINE DESIGN TO RULE OUT THESE VARIABLES -OREOVER ALTHOUGH THIS STUDY AIMED TO IMPROVE THE RELIABILITY OF THE MEASUREMENTS BY ASSESSING BOTH THE STUDENTS SELF REPORTS AND THEIR ESTIMATION OF THEIR CLASSMATES BEHAV IORS DURING THE 332 PERIOD SOME REPORTING OR ESTIMAT ING BIAS COULD STILL HAVE EXISTED &UTURE STUDIES MIGHT
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INCLUDE OTHER MEASUREMENTS SUCH AS OBSERVATION AND REPORTS FROM TEACHERS TO FURTHER IMPROVE RELIABILITY AND VALIDITY )N SUM THE RESULTS OF THIS STUDY SUGGEST THAT ADDITIONAL PROGRAMS SHOULD BE DESIGNED TO COUN TER THE LIMITATIONS OF THE 332 PROGRAM TARGET CULTIVAT ING THE VALUE OF READING AMONG STUDENTS AND PROMOTE STUDENTS READING HABITS BEYOND THE CLASSROOM , ,
-Ê !KMAL 4 4 %COLOGICAL APPROACHES TO SUSTAINED SILENT READING #ONFERENCE CONTRACTING AND RELATING TO MIDDLE SCHOOL STUDENTS 4HE #LEARING (OUSE n "RYAN ' 0 # &AWSON AND $ 2 2EUTZEL 3USTAINED SILENT READING %XPLORING THE VALUE OF LITERATURE DISCUSSION WITH THREE NON ENGAGED READERS 2EADING 2ESEARCH AND )NSTRUCTION n #YNTHIA ! 3USTAINED SILENT READING 4RY IT YOULL LIKE IT 4HE 2EADING 4EACHER n 'ARDINER 3 4EN MINUTES A DAY FOR SILENT READING %DUCATIONAL ,EADERSHIP n *ENSEN 4 , AND 6 3 *ENSEN 3USTAINED SILENT READING AND YOUNG ADULT SHORT STORIES FOR HIGH SCHOOL CLASSES !,!. 2EVIEW n .ATIONAL )NSTITUTE OF #HILD (EALTH AND (UMAN $EVELOPMENT 2EPORT OF THE .ATIONAL 2EADING 0ANEL 4EACHING CHILDREN TO READ !N EVIDENCE BASED ASSESSMENT OF THE SCIENTIFIC RESEARCH LITERATURE ON READING AND ITS IMPLICATIONS FOR READING INSTRUCTION 2EPORTS OF THE SUBGROUPS .)( 0UBLICATION .O n 7ASHINGTON $# 'OVERNMENT 0RINTING /FFICE /BERLIN + * AND 3 , 3HUGARMAN )MPLEMENTING THE READING WORKSHOP WITH MIDDLE SCHOOL ,$ READERS *OURNAL OF 2EADING n /RGANIZATION FOR %CONOMIC #OOPERATION AND $EVELOPMENT ,ITERACY SKILLS FOR THE WORLD OF TOMORROW HTTPWWWOECDORG DOCUMENT EN??????? HTML ACCESSED *ULY 0ARR * - AND # -AGUINESS 2EMOVING THE SILENT FROM 332 6OLUNTARY READING AS SOCIAL PRACTICE *OURNAL OF !DOLESCENT AND !DULT ,ITERACY n 0YLE 6 3 332 n 7 "EYOND SILENT READING *OURNAL OF 2EADING n 3PEAKER 2 " * !NOTHER TWIST ON READING 332 $ *OURNAL OF 2EADING n 5NITED .ATION %DUCATIONAL 3CIENTIFIC AND #ULTURAL /RGANISATION ND !PRIL 7ORLD "OOK AND #OPYRIGHT $AY HTTPWWWUNESCOORG BPIENGUNESCOPRESS EHTM ACCESSED *ULY 6ALERI 'OLD - 5NINTERRUPTED SUSTAINED SILENT READING IS AN EFFECTIVE AUTHENTIC METHOD FOR COLLEGE DEVELOPMENTAL LEARNERS *OURNAL OF 2EADING n 9OON * # 4HREE DECADES OF SUSTAINED SILENT READING ! META ANALYTIC REVIEW OF THE EFFECTS OF 332 ON ATTITUDE TOWARD READING 2EADING )MPROVEMENT n
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