Sustained Silent Reading Programme
Auckland College of Education
This needs to be well supported by management. A successful programme would have the following features:
- ALL teachers follow the programme in a unified way. Its aim must be absolutely clear to all staff
- students bringing their own book (having supplied books and then having
to return them, at the end of SSR
- can be frustrating for the 'good' reader
- can be a 'cop out' for the reluctant reader who has little incentive to finish a text).
One way to overcome this may be to link the SSR programme to the English programme ie that students read what they are currently studying as poetic/transactional text or for wide reading in the mainstream English programme.
- not giving detentions for not having books (which can give rise to resistance to reading and to the SSR time)
- staff modelling reading during this time (not prepare, mark or do other things. There should be a the modelling ethos among teachers)
- encouraging 'significant' older students to take part in the SSR (sit in with some classes reading), in order to break down negative preconceptions re readers/reading.
- SSR time being sacrosanct across the whole school. Everyone reads for this time, including senior management, aids, support staff, and they do this in classes with the students
Another idea is for staff being encouraged to use one SSR time per week to read a high interest book out loud to the class.