A research proposal

Presented to a faculty of the

EFFECTIVENESS OF SILENT READING ON STUDENTS

Submitted by:
Aira Nieva
Winnie Nieva
 CHAPTER 1

INTRODUCTION

All over the world and in this age of globalization, struggling

to learn a foreign language takes place in daily communities. A reading which

is one of a lifelong skill improves by continuous practice. Sustained Silent

Reading (SSR) is thought to be an important source of reading fluency,

knowledge of language systems, vocabulary growth, and the learners. Krashen

(2004) states that when students are free to choose their own reading materials

they become more engaged so their knowledge and vocabulary increase.

Moreover, SSR offers strategies to increase student reading comprehension. It is

based on the theory that the more a learner reads, then the better she or he

will be able to comprehend what she or is reading (Krashen, 2004). A study by

Chua (2008) found that SSR creates a relaxed atmosphere where the students

enjoy reading. For many learners especially students with dyslexia, SSR is a

low-stress approach to reading. In learning English as a second language,

students also face a set of difficulties which are: remembering how to spell new

words, memorizing vocabulary, and matching letters to sounds. However, Tabrizi

(2007) claims that learners are doing well in practical work, such as making things,

drawing, and inventing. Because of this, these learners need to be taught by an

explicit and systematic method to develop word recognition skills by

structured practice. SSR is a method to help these learners become autonomous

found that when learners discuss their reading with parents it helps learners to

practice the reading comprehension strategies, develop the dialogue, and to draw

conclusions. He suggested that some acquired strategies are helpful in making reading

more comprehensible when taught early. Moreover, R. McCracken (1971)

established some rules to be followed in the SSR program, the rules are: the

teacher must read, each student must read silently, learners should have a

chance to choose their reading material, and a timer is used. Thus, Allington

(1975), states that the SSR process should provide students with the time, and

a chance to practice reading. Also, Benedict (1982) noted that usually teachers were

successful in monitoring reading activities when they give students time to read

so students will be able to determine their reading purpose and set their own

space.

According to the researchers, it is silent reading which enables

the readers to understand a text quickly and directly. Hopkins (1997) maintains

silent reading makes it possible for the readers to read a text at their own

speed. Silent reading also allows for concentration on content words for reading

comprehension rather than almost every word as in reading aloud practices

(Gabrielatos, 2002). Moreover, silent reading has the benefit of increasing

learners’ confidence in their ability to work on and understand a text

autonomously. With such features, silent reading can be said to be a mode that

prepares learners for life-long reading. Also silent reading communicates the

message to the reader that to become a skilled reader, one must spend

significant amount of time with eyes on print, practicing reading and accumulating

and processing conceptual knowledge (Mol & Bus, 2011). In silent reading,
students can be more active and learn to deal with semantic, orthographic, and

syntactic patterns according to Adams (2009).

The purpose of this study was to examine the effectiveness of

silent reading on students reading comprehension. This study gives examples

of specific techniques and strategies that are appropriate and effective for

students to encourage them to read more.

BACKGROUND OF STUDY

From today’s point of view, Sustained Silent Reading (SSR) as

a classroom reading activity is not a new idea in the field of reading. In fact,

it can be traced back to Individualized Reading (IR) in the 1950s and the

1960s that was a sort of reading instruction to help teachers guide their

students toward assuming responsibilities and initiatives for their own growth in

reading (Pilgreen, 2000). Children were regularly given a period of time to

read materials of their own choosing in those activities. Free reading, recreation

reading, individualized reading, and library periods may also be considered the

forerunners of SSR (Mork, 1972). More recently, Hunt (1970a, 1970b, 1971)

introduced Uninterrupted Sustained Silent Reading (USSR) as one of the important

elements of the Individualized Reading Program (IRP).

According to Krashen (2004), Sustained Silent Reading is neither a

comprehensive reading program nor a literature study, it is a supplementary activity.

So, if free reading is interesting and comprehensible, vocabulary growth will be

excellent. Most of the previous studies suggest that a 95-98%-word recognition level

is necessary for vocabulary acquisition and comprehensible input. The research on

sustained silent reading programs since the 1950s and 1970s have shown that
students’ reading comprehension is increased as well as their attitudes towards

reading are improved. Stephen Krashen states that SSR has worked for both

foreign language learners and English second language learners throughout the

world, so it is suggested to include SSR in the normal classroom curriculum.

To foster children’s participation and interaction with their peers, SSR was

often combined with a variety of literacy activities such as writing (Pyle, 1990),

discussion (Speaker, 1990), and talking (Gutkin, 1990; Hong, 1981; Kaisen,

1987). Moreover, to create reading opportunities outside of school, it used to

be extended to the home environment: No matter what terms have been used

for SSR, basically it is an in-classroom reading activity wherein students are

given a fixed period of time to silently read a self selected material either for

pleasure or for information. It still gains considerable attention among many

literacy researchers and numerous reading teachers as a part of the regular

language-arts reading curriculum or as an independent reading activity in

classrooms.

The purpose of this study was to reevaluate the effectiveness of

SSR on students reading comprehension. Silent reading also allows for

concentration on content words for reading comprehension rather than almost

every word as in reading aloud practices (Gabrielatos, 2002). Moreover, silent

reading has the benefit of increasing learners' confidence in their ability to

work on and understand a text autonomously.

THEORITICAL FRAMEWORK

This chapter presents some theories about the Effectiveness of

Silent Reading on Students Reading comprehension. The discussion of this

Comprehension.

Reading Attitude: This category define the feeling about reading

that results in the adoption or avoidance of positive reading habits. There has

been much research identifying factors that affect reading attitudes.

Reading Comprehension: Reading comprehension is the ability to

process written text, understand its meaning, and to integrate with what the reader

already knows. Comprehension specifically is a "creative, multifaceted process"

dependent upon four language skills.

CONCEPTUAL FRAMEWORK

Since silent reading plays an important role for students, it is

necessary for students to have an ability of comprehending some kinds of

reading texts.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

- Reading Comprehension

- Silent Reading - Reading Attitude

- Academic Performance

STATEMENT OF THE PROBLEM

on students reading comprehension. Specifically, This study seeks to answer the

following questions.

1. What is the effect of Sustained Silent Reading on students?

2. In silent reading most specially for students it improves their?

2.1 Reading Comprehension

2.2 Reading Attitude

2.3 Academic Performance

3. How does silent reading affects the overall performance of the students?

4. What is the benefits of silent reading to the students?

HYPOTHESIS

Silent reading affects the students reading comprehension.

SIGNIFICANCE OF THE STUDY

The purpose of this study was to reevaluate the effectiveness of SSR on

reading

Students’ reading comprehension. Silent reading improves students'

understanding because it helps them concentrate on reading rather than

pronunciation. This practice also allows children to read faster and improve

comprehension. Silent reading also helps develop reading skills for a purpose, as the

focus is on understanding the content.