Purpose Statement The main purpose of my study is to determine if the amount of independent silent reading students participate in at school

is related to achievement gains in reading fluency and comprehension. A related purpose is to determine if students attitudes toward reading improve in classrooms where independent silent reading is employed. Research Questions 1.) To what extent does independent silent reading in the classroom influence achievement gains in reading fluency in sixth-grade students? 2.) To what extent does independent silent reading in the classroom influence achievement gains in reading comprehension in sixth-grade students? 3.) Do sixth-grade students attitudes toward reading improves more in classrooms where teachers employ independent silent reading that students attitudes in classrooms where teachers do not employ independent silent reading in the classroom? Theoretical Background Students learn to read in the same way they learn many other skills, through experience. It is essential for students to be given the time to practice and apply their reading skills. Research findings by National Reading Panel in 2000 do not support SSR in schools; however, other findings do support it, claiming that the more time students spend with eyes on text, the better readers they will become (Garan & DeVoogd, 2008 p. 340). These researchers say having students read books of their choosing for 15 to 30 minutes a day is essential for reading instruction (Garan & DeVoogd, 2008 p. 340). Many of the classroom activities utilized by teachers today, answering questions after reading for example, are a means of assessing reading comprehension not practicing it.

Therefore, more class time should be devoted to reading. Also, these activities often become rote and boring for students creating a loss of motivation for reading. By giving students the opportunity to have meaningful experiences reading self-selected books, perhaps students will be encouraged rather than discouraged in their classrooms and continue reading, which in turn will improve their reading skills. Some argue that silent reading time is a waste of instruction time and also cite the fact that many students do not actively participate in it as a reason not to implement it in the classroom. However, if teachers show support for students in their reading and model good reading time practices themselves, they can convey the message that independent reading time is highly valued (Kelley &Clausen-Grace 2009 p. 318). Why Im Interested I am interested in this research topic for the practical results it could offer. I teach 8th through 12th grade and the majority of students read grade levels below where they should. What is even more disheartening than their low ability is their attitude. Many have absolutely given up. They fell as if there is no way they can be successful so they do not even try.

References Garan, E.M., & De Voogd, G. (2008). The benefits of sustained silent reading: scientific research and common sense converge. The Reading Teacher, 62(4), 336-344. doi: 10.1598/RT.62.4.6 Kelley, M.J. & Clausen-Grace, N., (2009). Facilitating engagement by differentiating independent reading. The Reading Teacher, 63(4), 313318. doi: 10.1598/RT.63.4.6