SustainedSilentImplications

From LiteracyTentWiki

A Modified Sustained Silent Reading Program in Beginning Adult ESOL Classes
Sandra Banke and Dominique Brillanceau, Practitioners/Research Associates
Portland State University and Portland Community College

The presenters discuss the design, methodology, and preliminary findings of a year-long, randomized classroom experiment with beginning-level adult learners of English as a Second Language. Included in the findings are the practitioner/researchers’ reflections on the effect the experiment’s implementation had on themselves (the instructors), instruction, and the classroom environment.

• For the full session abstract or powerpoints for session, click on the Research to Practice website below

http://www.researchtopractice.org/concurrentsessions.html#abstracts

• Implications
  • Sustained Silent Reading: Implications for Practice
  • Sustained Silent Reading: Implications for Policy
  • Sustained Silent Reading: Implications for Further Research
  • Sustained Silent Reading: Questions for Researchers – to Inform Practitioners
  • Sustained Silent Reading: Questions for Practitioners – to Inform Research