On Fridays,  all classes in the Fine Arts Department at Logan High School, which includes the foreign language classes, are participating in the SSR Program (sustained silent reading).   This vastly researched campaign on reading literacy allows for all students to spend 20 minutes a day  reading a book or magazine of their choice.  A school planned schedule indicates which day of the week each class subject (or department) will participate in reading for the day.


Research has shown that students who participate in SSR programs “do as well or better in reading comprehension tasks than students given traditional skill-based instruction (Krashen, 2004)”;  “Operationally, Faggella-Luby and Wardwell (2011) observed that students who struggled in comprehension exhibited difficulty with recognizing literal information, explicitly stated reasons for character action, or finding the central problem or main idea from text. Krashen (2004) also contends that when it comes to vocabulary acquisition, SSR provides “the best investment of reading time” (p. 43).”  In other words, students who read everyday are smarter.  They self train and develop strategies that enhance comprehension, vocabulary and summarizing skills.


Faggella-Luby, M., & Wardwell, M. (Winter 2011).  RTI in a middle school:  Findings and practical implications of a tier 2 reading comprehension study. Learning Disability Quarterly, 34(1), 35-49.

Gallagher, K. (2009). Readicide:  How schools are killing reading and what you can do about it. Portland, ME:  Stenhouse Publishers.

Krashen, S. (2004). The power of reading (2nd ed.). Portsmouth, NH: Libraries Unlimited and Heinemann, 2004).

Missouri Department of Elementary and Secondary Education. (2011). Student MAP scores continue slow clim [news release]. Retrieved from http://dese.mo.gov/news/2011/map-ayp.htm

Nichols, B. W. (May/June, 2009). What does the research tell us about silent sustained reading? Library Media Connection, 27(6), 47.

Reutzel, D. R.; Parker, C. F.; & Smith, J. A. (2008). Reconsidering silent sustained reading:  An exploratory study of scaffolded silent reading. The Journal of Educational Research, 102(1), 37-50.