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Abstract
This study analyzed characteristics of classrooms where recreational reading is being implemented. It scrutinized those classrooms that housed successful programs and looked for common elements among them. Specifically, we explored the physical, teacher, student, and program factors within these classrooms that contributed toward their success. Focusing on the responses from 33 participants, the article summarizes the elements most frequently mentioned under each of the four major components. Finally, we discuss how these factors contribute to the successful implementation of recreational reading.
For decades, educators have theorized that incorporating recreational reading into classrooms sets the structure for children to practice reading, as well as supports their literacy development. While the format and implementation of recreational reading programs may vary, several follow the same basic principles. SSR (sustained silent reading), DEAR (drop everything and read), SQUIRT (silent, quiet, uninterrupted individualized reading time), and USSR (uninterrupted sustained silent reading) merge fundamental elements of modeling, self-selection, and self-pacing. The incorporation of recreational reading into the total reading program is based largely on the thesis that reading is an accrued skill. Therefore, it seems logical to assume that practice makes one more proficient. The popularity of these programs has been supported by research (Guthrie & Wigfield, 2000; Nagy, Campenni, & Shaw, 2000) showing that there is a positive correlation between time spent reading and reading achievement.
Additional studies have lent support to establishing recreational reading programs. Research has demonstrated that those students who read by choice read more than others (Aranha, 1985; Dully, 1989; Dymock, 2000; Wilmont, 1975), and that children who engage in recreational reading programs perform better on standardized reading tests and achieve higher academically (Block & Mangieri, 1996; Fisher, 2001). In essence, they concluded that SSR enables children to develop their ability to concentrate for longer periods of time. There also appears to be a positive correlation between the amount of time children spend on recreational reading and scores on standardized comprehension tests and vocabulary development (Block, 2001; Gallik, 1999; Krashen, 1993). Further, children engaged in recreational reading for only 15 minutes a day improve in both ability and attitude toward reading (Collins, 1980; Taylor, Fyre, & Maruyama, 1990; Wiesendanger & Bader, 1989).
In 1985, The National Academy of Science's document "Becoming a Nation...