A Look at Improving Independent Reading: Introducing Concept Mapping into Sustained Silent Reading to Improve Comprehension

Reagan, S. (2025). A Look at Improving Independent Reading: Introducing Concept Mapping into Sustained Silent Reading to Improve Comprehension This thesis explores how integrating concept mapping into a sustained silent reading (SSR) program affects middle school students’ reading comprehension. Motivated by personal experiences as a reader and educator, and shaped by literacy research and the Science of Reading movement, this study investigates strategies to increase student engagement and comprehension through intervention within independent reading programs. Conducted at a K–12 charter school in Minneapolis, the quasi-experimental study involved two sixth-grade English Language Arts classes over nine weeks. One class (experimental group) incorporated low-stakes concept mapping during SSR, while the other (control group) followed traditional SSR practices. Pre- and post-intervention reading comprehension was measured using CommonLit curriculum assessments. Results suggest that combining SSR with concept mapping can foster higher levels of engagement throughout a SSR program and ensure a modicum of benefit to all participants. However, the results showed that struggling or reluctant readers in the control group, those typically thought to be least benefitted by SSR, had the highest increase in reading comprehension. This lies contrary to much previous research, and the results point to many disparate conclusions and opportunities that are discussed near the end of the thesis. Limitations, implications for practice, and recommendations for further research are also discussed.