USING SUSTAINED SILENT READING IN THE SECONDARY ENGLISH LANGUAGE ARTS CLASSROOM TO INCREASE READING ENGAGEMENT

Reading scores have dropped precipitously over the past twenty years, and English Language Arts (ELA) teachers are looking for in-school academic interventions to mitigate this decline. This descriptive case study explored classroom experiences and student engagement with reading in a choice-based Sustained Silent Reading (SSR) program in a high school. The study examines student experiences through Expectancy-Value Theory (EVT). EVT suggests that a student’s engagement with reading will increase when they find the task valuable and believe success is achievable. The study explores how providing students with the independence to select their reading materials influences their experience in class and engagement with reading. Data were collected through reflective journals and one-on-one interviews with selected students. The findings suggest that students who were given the freedom to choose their reading materials demonstrated higher levels of reading engagement and a more positive attitude toward reading. Many students reported increased satisfaction with the academic class and with reading because they were able to engage with texts that corresponded to their interests. The study highlights the importance of choice in developing reading skills and recommends integrating choice-based SSR into classroom practices to enhance student engagement and reading volume. This study suggests that educators should include SSR in high school classes to foster a classroom environment where students can become lifelong readers.