R5: The Sustained Silent Reading Makeover That Transformed Readers
Article first published online: 9 NOV 2011
2006 International Reading Association
The Reading Teacher
Volume 60, Issue 2, pages 148–156, October 2006
How to Cite
Kelley, M. and Clausen-Grace, N. (2006), R5: The Sustained Silent Reading Makeover That Transformed Readers. The Reading Teacher, 60: 148–156. doi: 10.1598/RT.60.2.5
- Issue published online: 9 NOV 2011
- Article first published online: 9 NOV 2011
This article reports on a retooled Sustained Silent Reading (SSR) block in an intermediate classroom designed to meet the needs of all students. The authors discuss the benefits and obstacles to SSR and include the framework and classroom management tips that aided their successful implementation of an independent reading block.
Students engaged in a structured format called R5 (read, relax, reflect, respond, and rap), which resulted in significant gains on informal and formal assessments of wide reading, metacognitive awareness, and comprehension. Furthermore, to motivate and engage readers, the authors suggest that teachers
Consistently monitor and guide the reading habits of their students
Build in opportunities for sharing ideas and discussions about text
Promote the application of metacognitive strategies in the context of reading
A review of the research on independent reading and SSR, classroom observations, and assessment findings are provided to illustrate the power of this thoughtful literacy block.