Date of Award
Doctor of Philosophy (PhD)
Teaching & Learning
Curriculum and Instruction
This dissertation describes a study that investigated the degree to which a Schoolwide Silent Reading Initiative (SSRI) impacted high-school students’ motivation, attitudes toward, and amount of time spent reading for pleasure both in and outside of school. Multiple methods were used to collect and analyze data, however the data collection window was drastically shortened and unexpectantly closed due to Covid-19. Close analysis of the limited student data available revealed that some adolescents find reading self-selected material enjoyable and spend some of their free time doing so, while most teens report they don’t find reading to be a pleasurable activity and spend very little time engaged in RfP. Additional data showed that all the staff members interviewed believe giving students consistent time to read self-selected materials during the school day led to more overall reading by the students, more interest in reading, more background knowledge to apply to other reading tasks and higher levels of engagement during class discussions. These findings suggest that an SSRI impacts students’ motivation, attitudes toward, and amount of time spent reading for pleasure both in and outside of school. Further research is warranted to better understand the ways an SSRI is implemented in order to obtain the maximum benefit for students.
"Does a Schoolwide Silent Reading Initiative Make a Difference in the Reading Habits of High School Freshmen: A Mixed Methods Study"
(2021). Doctor of Philosophy (PhD), Dissertation, Teaching & Learning, Old Dominion University, DOI: 10.25777/kspp-vj75