Sustained Silent Reading: Implications for Practice

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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

Implications for Practice

• If SSR is used, reading alone will not work. Need the follow-up activity discussion to acquire the language
• Needs to be a pre-test, a means of measure
• Pronunciation/phonics could be an issue
• Is there enough “comprehensible input?”
• Teachers can choose either condition and feel confident she is teaching via an appropriate method
• Teachers can blend the two or modify the SSR condition
• Teachers need to be consistent over a long period before abandoning this new technique if at first students seem resistant
• Use as part of program of reading instruction, maybe not entire thing
• Gives an option for teaching reading, can use SSR or traditional and have same results