Integrating 1 hour of In-School Weekly Sustained Silent Reading (SSR): effects on language development and phrasal verb retention
Ken Smith, Friday 16.00-16.30

This study reports on the results found when one hour of weekly in-class sustained silent reading replaced one hour of instruction within a three hour per week English Reading course at a college in southern Taiwan. Four separate groups of 16 year old 3rd year junior college students from Taiwan were part of this two semester thirty-six week English language study. The control group was taught given a prescribed three hour per week syllabus of intensive reading instruction. The experimental group followed the same syllabus with the exception that one hour per week was substituted with in-class sustained silent reading, or one-third of their instructional time. Both groups were given pre-mid-post cloze as well as pre-mid-post phrasal verb tests. Preliminary results indicate that both groups made gains in language development as measured through cloze, suggesting that the time spent in relaxing free reading is as effective as traditional instruction, a result consistent with previous reports of the efficacy of in-class reading.

Ken Smith teaches English reading, and composition courses to junior college and college students in southern Taiwan. His research interests focus on second language acquisition through reading specifically extensive reading and testing the Comprehensible Input Hypothesis.