How Self-Selection of Reading Materials Affects Reading Attitude and Comprehension
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The purpose of this study is to examine the effects of self-selected reading materials read during Sustained Silent Reading (SSR) periods on the reading attitude and comprehension of second graders. Five regular education students were randomly selected to participate in the study. A pre and post-test were used to determine significant change in reading attitude. The Elementary Education Reading Attitude (ERAS) survey was used. Comprehension skills were assessed at the onset of the study using an adapted version of the Qualitative Reading Inventory (QRI) story retelling designed by the researcher. Retelling scores were collected weekly and graphed to · determine significant change. The duration of the study was ten weeks, in which the subjects received weekly focus lessons to increase comprehension skills and success of the SSR program. The results of this study indicated that comprehension skills increased with direct instruction of skills taught through minilessons and daily practice with reading. However, a significant change in reading attitude only occurred with two of the five subjects.
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