Learners’ Perceptions of Sustained Silent Reading Practices in Tertiary Classrooms

Abstract

The classroom use of independent reading primarily grew out of concerns for students’ reading achievements. Various studies have indicated that engagement in Sustained Silent Reading (SSR) improves not only students’ reading skills but also their attitude towards reading itself, an activity that many rarely associate with pleasure. SSR is a programme based on the belief that self-selection, among other factors, motivates learners to read with interest and works towards helping them feel that reading is an oasis rather than a burden. In turn, this produced other benefits; beyond improving students’ attitude towards reading, silent reading programmes have also helped learners in terms of spelling, writing and vocabulary gains, as well as in developing their reading speed and reading comprehension skills (Birmingham, 2006; Gardiner, 2001; Weller and Weller, 1999; Arthur, 1995; Dwyer and West, 1994; Krashen, 1993). Although evidently advantageous to language learners, effective implementation of an SSR programme still depends largely on the discernments of those who stand to benefit the most from it. The results of this research specifically captures the perceptions of Universiti Sains Malaysia undergraduates with regards to SSR, and it is hoped that the information gained from these responses will assist in providing direction for educators who are interested in incorporating SSR into their respective literacy programmes.