A comparison of attitudes towards sustained silent reading between Aboriginal and non-Aboriginal students

Abstract

Sustained Silent Reading (SSR) had its origins in the U.S. in the 1960's and was introduced widely first into American schools, then into Australia where it is popularly called Drop Everything and Read or DEAR. The program encourages children to practise the skill of silent reading. SSR is a passive activity, there is no teaching, everyone sits quietly and reads silently for a period of time, including the teacher who is an essential model of reading behavior. ... This research project focused on a Case Study of the DEAR program in one comprehensive high school in NSW. The program was evaluated quantitatively and qualitatively by means of a questionnaire survey, supported by observations. All teachers and over 90 percent of the students in the study school were surveyed, after a trial of both teacher and student questionnaires was conducted in a pilot school. Student responses were divided by gender and by ethnicity (Aboriginal and non Aboriginal). These groupings formed the basis of data analysis which compared differences in attitudes between the groups towards aspects of the DEAR program and towards sustained silent reading. Observation data were used to support questionnaire results and to evaluate current practice of DEAR in the school. ... The study found significant differences in attitudes between male and female students. In general female students were more interested in sustained silent reading and DEAR than male students. A significant finding in the research was the similarity in positive attitudes towards reading between female Aboriginal and female non-Aboriginal students. Male Aboriginal students, on the other hand, had generally negative attitudes. These differed from male non-Aboriginal students whose attitudes towards SSR and DEAR were generally positive. The findings have implications for the planning of future literacy support programs for Aboriginal students in the study school.