Education of the republic of uzbekistan termez state university foreign philology faculty the department of english language and literature

3. Advantages and disadvantages of sustained silent reading
The biggest benefit of SSR is an increase in reading comprehension. The more someone reads, the better she will be at it. The old adage of practice makes perfect rings true when it comes to increasing any skill, including reading. If students dedicate a block of time every day to work on their reading skills, their reading comprehension, vocabulary and understanding of difficult texts will increase. SSR can also lead to an increase of reading outside of the classroom. As students build a habit of reading regularly, they may continue to read even when they are not required to. Perhaps they are absorbed in the book that they are reading and choose to continue it at home or they come across other books that are similar to ones they have read and liked and start reading those as well.
Successful SSR programs allow students to choose their own novels to read. This allows students to further explore subjects that they are already interested in. Furthermore, when a student is interested in what he is reading, he is more likely to read more of it and enjoy reading it, which will only further increase his interest in reading other books. Students who have a higher level of reading ability tend to have increased skills in other academic areas as well. Good readers also tend to be good writers, with more developed ³vocabulary and spelling abilities. School textbooks also become easier to read and students tend to do better in other subjects as well as in standardized testing.
In Sustained silent reading, the teachers are not watching students read, how can they ensure that the students actually reading? What if the students is just sitting there, sleeping, doing other homework, or writing notes/texting? There was also a concern about how much of a benefit it actually was for students who were struggling with reading to be required to read by themselves for 20 minutes without any assistance. It would be difficult to improve reading ability and fluency if students were not using the sustained silent reading time wisely and without observation or accountability there was nothing in place to encourage students to use this time wisely. their own choice. During Sustained silent reading time, many students learn that they can use their word attack skills to figure out new words -- on their own. Sustained silent reading can build students' confidence in their abilities to work through reading trouble spots. Many studies of whole-class groups and of select groups of unmotivated readers show that SSR can result in students wanting to reading more. The amount of time that students spend reading independently outside of school often increases as a result of SSR, parents report. Often children ask for books to read at home.
Sustained silent reading can be one more element in a reading program aimed at demonstrating the joy that reading can bring and developing lifelong readers and learners. Research has shown that reading ability is positively correlated with the extent to which students read recreationally, according to the Reading and Writing Habits of Students section of The Condition of Education , published by the National Center for Education Statistics. Educators are increasingly encouraging their students to read and write on their own. In some schools, individual teachers include sustained silent reading as part of their programs. In other schools, SSR has been adopted schoolwide. In many schools a special time is set aside each day when every student (and every teacher and staff person, including the principal and the custodian!) is expected to "drop everything" and read silently. Indeed, the main thrust behind most SSR programs is to demonstrate to students that pleasure-reading is something to be valued by all. In some classrooms, students select from a predetermined reading list. Or they select from a bin of books color-coded to indicate reading level. But most teachers give students the freedom to choose a book that they think they'll enjoy. Often teachers encourage students to select books that aren't too difficult. Many teachers train students in the "five-finger test" as a method of determining readability. For some teachers, SSR is "private reading" time for students. Students can read anything and they don't have to report on what they've read. Many other teachers provide follow-up activities for sustained silent reading time. Some teachers have students keep logs of their silent reading. Others bring together the class once a week to talk about what they've been reading. These discussions can motivate other students; others might choose their next book based on the recommendation of one of their peers. Some teachers divide their classes into small groups, so students can share their thoughts about the books they're reading. Sometimes teachers provide a question that will serve as the focus of the group discussion. The discussion question might support the curriculum, focusing attention on the climax, or the author's point of view, or some other element of literature that the teacher has introduced in class. In some classes, teachers invite students to work in pairs during SSR time. A pair of "reading friends" might select a book to read together and talk about. Kids can even take turns reading pages (but then it's not sustained silent reading anymore!).
As the students read, they talk about their expectations, their surprises, the things they like and dislike. Reading friends sometimes look back through a book together, retelling poignant, funny, or important parts, said Lucy Calkins in an article in Instructor magazine. They read with their friends in mind, marking places to share, she adds. Some teachers combine SSR with dialogue journals. Loud reading helps the reader to maintain focus on the text, and boosts reading and pronunciation skills. It also helps to memorize facts. Silent reading, on the other hand, is ideal for reading in crowded places and helps tp improve fast reading skills. Loud reading is mainly practiced by children, but they develop the habit of silent reading as they grow up. And also , Silent reading can also offer a calm, contemplative start to the school day, or an afternoon after a windy lunchtime, which should not be undervalued. Put simply, reading lots can lead to more learning. Silent reading has value. Along with the benefits that come along with silent reading, there is evidence that it may not be so effective as we may assume. Some texts are likely to be more supportive of reading development, too. Maybe they use words with particular spelling patterns, academic language, or organizational schemes. Those kinds of texts allow teachers to draw kids’ attention to particular features and to show them how to negotiate them effectively. First, there is the issue of ‘fake reading’. Research evidence has indicated that many pupils will fake reading during DEAR time, or select an easy and narrow range of reading materials.
Students share things in their journals about the books they're reading. Some teachers call this SSW -- sustained silent writing. Or the teacher might sometimes provide a question for everybody to respond to in their journals. Then the teacher responds to each student's journal entry. Teacher responses often include another question that will prompt deeper understanding of the material. Some people think dialogue journals and SSR are a bad mix. SSR should be independent reading uncluttered by follow-up, they say. But supporters say that dialogue journals can help students see the value of writing as a form of back-and-forth communication. Journals provide good handwriting practice too; since teachers will be reading and responding to journal entries, students know they must write legibly.