{"id":3009,"date":"2011-09-29T11:07:01","date_gmt":"2011-09-29T03:07:01","guid":{"rendered":"https:\/\/ajia.site\/blog\/2011\/09\/29\/ke_la_sheng_20110929\/"},"modified":"2011-09-29T11:07:01","modified_gmt":"2011-09-29T03:07:01","slug":"ke_la_sheng_20110929","status":"publish","type":"post","link":"https:\/\/ajia.site\/blog\/en\/2011\/09\/29\/ke_la_sheng_20110929\/","title":{"rendered":"Dr. Krashen\u2019s guide\u00adlines for imple\u00adment\u00ading sus\u00adtained silent read\u00ading activ\u00adi\u00adties"},"content":{"rendered":"

\"\u514b\u62c9\u751f\u535a\u58eb\u603b\u7ed3\u7684\u5b9e\u65bd\u6301\u7eed\u9ed8\u8bfb\u6d3b\u52a8\u7684\u6307\u5bfc\u65b9\u9488\"<\/a>
\n   
\nI am cur\u00adrent\u00adly read\u00ading Dr. Stephen Krashen\u2019s new book, Free Vol\u00adun\u00adtary
\nRead\u00ading (also known as Sus\u00adtained Silent Read\u00ading). The guide\u00adlines for Sus\u00adtained Silent Read\u00ading at the end of Chap\u00adter 1 are very con\u00adcise and prac\u00adti\u00adcal, and are com\u00adpiled and orga\u00adnized below.
\n   
\nFirst, it should be not\u00aded that the fol\u00adlow\u00ading 15 guide\u00adlines or sug\u00adges\u00adtions are based on a sum\u00adma\u00adry of the 83 stud\u00adies men\u00adtioned above in the book. Fur\u00adther read\u00ading is required to gain a deep\u00ader under\u00adstand\u00ading. For\u00adtu\u00adnate\u00adly, this chap\u00adter is actu\u00adal\u00adly a pub\u00adlicly avail\u00adable paper, and the elec\u00adtron\u00adic ver\u00adsion can be found at the fol\u00adlow\u00ading web\u00adsite:<\/p>\n

    81 Gen\u00ader\u00adal\u00adiza\u00adtions about Free Vol\u00adun\u00adtary
\nRead\u00ading<\/a>
\n   
\nIn addi\u00adtion, you need to under\u00adstand Krashen\u2019s basic argu\u00adment as a lin\u00adguist and read\u00ading expert: lan\u00adguage acqui\u00adsi\u00adtion comes from the implan\u00adta\u00adtion of under\u00adstand\u00ading, and free and vol\u00adun\u00adtary read\u00ading (or con\u00adtin\u00adu\u00adous silent read\u00ading) is the most effec\u00adtive way to learn a lan\u00adguage, which applies not only to Eng\u00adlish, but also to oth\u00ader native lan\u00adguages and for\u00adeign lan\u00adguage learn\u00ading.
\n 
\n   
\nGUIDELINES for SSR Con\u00adtin\u00adu\u00adous Silent Read\u00ading Guide\u00adlines:<\/strong>
\n 
\n   
\n1. Do a lit\u00adtle each day, not a lot once a week (dis\u00adtrib\u00aduted, not
\nmassed) *
\nDo a lit\u00adtle bit every day, rather than a lot once a week (spread it out, rather than con\u00adcen\u00adtrate it).
<\/strong>   
\nA\u2011Jia Note: In prac\u00adtice, most schools imple\u00adment\u00ading read\u00ading pro\u00adgrams man\u00adage to have one read\u00ading class per week. This is good, but not good enough. It\u2019s good because read\u00ading can be a stand\u00adalone course, which means it can \u201clegit\u00adi\u00admate\u00adly\u201d occu\u00adpy some teach\u00ading resources with\u00adin the school, which would oth\u00ader\u00adwise be dif\u00adfi\u00adcult. How\u00adev\u00ader, it\u2019s not good enough because tru\u00adly effec\u00adtive read\u00ading requires dai\u00adly prac\u00adtice. Squeez\u00ading time for read\u00ading out of dai\u00adly teach\u00ading activ\u00adi\u00adties requires wis\u00addom.
\n 
\n   
\n2. Less is more; do less than you think they can han\u00addle; if you
\nthink they can sit and read for 15 min\u00adutes, do ten min\u00adutes.*
\nLess is bet\u00adter; sched\u00adule the dura\u00adtion of sus\u00adtained silent read\u00ading to be short\u00ader than you expect your stu\u00addents to be able to sus\u00adtain it; if you think they can sit and read for 15 min\u00adutes, then read for 10 min\u00adutes.
\n<\/strong>   
\nA\u2011Jia Note: Does Lao Tzu\u2019s say\u00ading, \u201cLess is gain, more is con\u00adfu\u00adsion\u201d have a sim\u00adi\u00adlar mean\u00ading? My under\u00adstand\u00ading is that it\u2019s not the length of time that mat\u00adters, but the effi\u00adcien\u00adcy of chil\u00addren\u2019s atten\u00adtion. Read\u00ading also requires a cer\u00adtain \u201chunger\u201d to keep read\u00ading. In fact, a tru\u00adly \u201chun\u00adgry\u201d child will find ways to squeeze in time to sat\u00adis\u00adfy their hunger.
\n 
\n   
\n3. Make sure plen\u00adty of books and oth\u00ader read\u00ading mate\u00adr\u00adi\u00adal are
\nMake sure there are enough books or oth\u00ader read\u00ading mate\u00adri\u00adals avail\u00adable.<\/strong>
\n 
\n   
\n4. Com\u00adic books are ok.
\nRead\u00ading com\u00adic books is also OK.
<\/strong>   
\nA\u2011Jia Note: Many read\u00ading exper\u00adi\u00adments Krashen has con\u00adduct\u00aded, par\u00adtic\u00adi\u00adpat\u00aded in, and mon\u00adi\u00adtored have shown that expert com\u00adic read\u00aders are often also excel\u00adlent read\u00aders and achieve excel\u00adlent aca\u00add\u00ade\u00adm\u00adic results. My under\u00adstand\u00ading is that com\u00adic read\u00ading itself is not harm\u00adful to read\u00ading, but rather ben\u00ade\u00adfi\u00adcial, espe\u00adcial\u00adly for chil\u00addren just begin\u00adning to learn to enjoy inde\u00adpen\u00addent read\u00ading. Any poten\u00adtial down\u00adside to comics may stem pri\u00admar\u00adi\u00adly from a lack of oth\u00ader equal\u00adly inter\u00adest\u00ading books to choose from.
\n 
\n   
\n5. Mag\u00ada\u00adzines are ok. Read\u00ading mag\u00ada\u00adzines is OK.<\/strong>
\n 
\n   
\n6. Grad\u00aded read\u00aders, books writ\u00adten for lan\u00adguage stu\u00addents, are ok.
\nIt is also OK to read grad\u00aded read\u00aders and lan\u00adguage learn\u00ading mate\u00adri\u00adals.<\/strong>
\n 
\n   
\n7. Let stu\u00addents select their own read\u00ading mate\u00adr\u00adi\u00adal (SY Lee 2007)
\nAllow stu\u00addents to choose their own read\u00ading mate\u00adr\u00adi\u00adal.
<\/strong>   
\nA\u2011Jia Note: Does this mean that chil\u00addren should pri\u00admar\u00adi\u00adly read books they bring home at school? The answer is a resound\u00ading no. Rather, the point is that schools should, as much as pos\u00adsi\u00adble, pro\u00advide chil\u00addren with a rich and stim\u00adu\u00adlat\u00ading selec\u00adtion of books through the library or class\u00adroom shelves, leav\u00ading it up to them to choose which books to read. This is because anoth\u00ader study men\u00adtioned above showed that hav\u00ading stu\u00addents bring their own books to school for sus\u00adtained silent read\u00ading was inef\u00adfec\u00adtive, per\u00adhaps due to a lack of nov\u00adel\u00adty.
\n 
\n   
\n8. Impose min\u00adi\u00admum cen\u00adsor\u00adship on what is read* (for dis\u00adcus\u00adsion, see
\nTre\u00adlease, 2004)
\nCen\u00adsor\u00adship of what stu\u00addents read should be kept to a min\u00adi\u00admum.
<\/strong>   
\nNote from Ajia: Cui Lisi, the author of \u201cThe Read\u00ading Man\u00adu\u00adal\u201d, also strong\u00adly advo\u00adcates this. They believe that cen\u00adsor\u00ading and restrict\u00ading stu\u00addents\u2019 read\u00ading con\u00adtent will seri\u00adous\u00adly dam\u00adage their enthu\u00adsi\u00adasm for read\u00ading.
\n 
\n   
\n9. It is ok for read\u00aders to read \u201ceasy\u201d books (below their \u201clev\u00adel\u201d)
\n(Krashen, 2005b). It is OK for stu\u00addents to read easy books (below their so-called read\u00ading lev\u00adel).<\/strong>
\n 
\n   
\n10. It is ok for read\u00aders to read \u201chard\u201d (books above their \u201clev\u00adel\u201d)
\n(Krashen, 2005b). It is OK for stu\u00addents to read dif\u00adfi\u00adcult books (above their so-called read\u00ading lev\u00adel).<\/strong>
\n 
\n   
\n11. Stu\u00addents don\u2019t have to fin\u00adish every book they start to read.*
\nStu\u00addents do not have to read every book from begin\u00adning to end. They do not have to fin\u00adish read\u00ading it.<\/strong>
\n 
\n   
\n12. Sus\u00adtained silent read\u00ading is not for begin\u00adners. Begin\u00adners need
\noth\u00ader kinds of com\u00adpre\u00adhen\u00adsi\u00adble text. It also will not help advanced
\nread\u00aders who have already estab\u00adlished a read\u00ading habit
\n(Krashen, 2001a).
\nSus\u00adtained silent read\u00ading (SSR) is not suit\u00adable for begin\u00adners, who need a suit\u00adable text that they can under\u00adstand. It is also not help\u00adful for mature read\u00aders, who already have good read\u00ading habits.
<\/strong>   
\nA\u2011Jia Note: This is an impor\u00adtant reminder. Sus\u00adtained silent read\u00ading has a seem\u00ading\u00adly rigid imple\u00admen\u00adta\u00adtion mod\u00adel, pri\u00admar\u00adi\u00adly suit\u00aded to tran\u00adsi\u00adtion\u00adal learn\u00aders, such as those who have just begun to devel\u00adop some read\u00ading abil\u00adi\u00adty or those who have the abil\u00adi\u00adty but haven\u2019t yet devel\u00adoped a habit. There\u00adfore, it\u2019s gen\u00ader\u00adal\u00adly rec\u00adom\u00admend\u00aded that sus\u00adtained silent read\u00ading be spread out over time, ide\u00adal\u00adly 10\u201315 min\u00adutes per day, rather than 40 min\u00adutes once a week. From a school\u2019s per\u00adspec\u00adtive, even for young read\u00aders who have already devel\u00adoped a habit, more time should be pro\u00advid\u00aded for read\u00ading, but this is no longer a sus\u00adtained silent read\u00ading activ\u00adi\u00adty for learn\u00ading to read.
\n 
\n   
\n13. Sup\u00adple\u00adment SSR with activ\u00adi\u00adties that serve to make read\u00ading more
\ncom\u00adpre\u00adhen\u00adsi\u00adble and inter\u00adest\u00ading (eg read alouds, trips to the
\nlibrary, dis\u00adcus\u00adsion of lit\u00ader\u00ada\u00adture).
\nActiv\u00adi\u00adties that help enhance com\u00adpre\u00adhen\u00adsion and inter\u00adest can be added to con\u00adtin\u00adu\u00adous silent read\u00ading, such as read\u00ading aloud, vis\u00adit\u00ading the library, and shar\u00ading read\u00ading dis\u00adcus\u00adsions.<\/strong>
\n 
\n   
\n14. Don\u2019t use rewards for read\u00ading, don\u2019t test stu\u00addents on what is
\nread, do not require book reports. Use zero or min\u00adi\u00admum
\naccount\u00adabil\u00adi\u00adty. When the con\u00addi\u00adtions are right (com\u00adpelling read\u00ading
\nmate\u00adr\u00adi\u00adal avail\u00adable, and enough read\u00ading com\u00adpe\u00adtence) direct
\nencour\u00adage\u00adment can work.
\nDon\u2019t use rewards to encour\u00adage read\u00ading; don\u2019t test stu\u00addents on what they\u2019ve read; and don\u2019t require read\u00ading notes (read\u00ading reports). Min\u00adi\u00admize or elim\u00adi\u00adnate post-read\u00ading tasks. Sim\u00adply encour\u00adag\u00ading stu\u00addents to read can be effec\u00adtive, as long as the con\u00addi\u00adtions are right (suf\u00adfi\u00adcient, acces\u00adsi\u00adble resources that inspire read\u00ading and stu\u00addents pos\u00adsess suf\u00adfi\u00adcient read\u00ading skills).<\/strong>
\n 
\n   
\n15. How about some food and drink? Let\u2019s try\u00ading eat\u00ading and read\u00ading
\nin the school library.* (Tre\u00adlease and Krashen,
\n1996) 
\nHow about eat\u00ading and drink\u00ading while read\u00ading? You can try let\u00adting chil\u00addren read while eat\u00ading and drink\u00ading in the school library.<\/strong>
\n 
\nCom\u00adpiled and edit\u00aded by Argen\u00adtine Primera Divisi\u00f3n on Sep\u00adtem\u00adber 29, 2011 in Bei\u00adjing<\/p>","protected":false},"excerpt":{"rendered":"

\u00a0\u00a0\u00a0 \u8fd1\u65e5\u5728\u8bfb\u514b\u62c9\u751f\u535a\u58eb\uff08Stephen Krashen\uff0c\u300a\u9605\u8bfb\u7684\u529b\u91cf\u300b\u4f5c\u8005\uff09\u7684\u65b0\u4e66Free Volunta […]<\/p>\n","protected":false},"author":1,"featured_media":3008,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"wp_typography_post_enhancements_disabled":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[23],"tags":[347,305,26,348],"class_list":["post-3009","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-timemachine","tag-347","tag-305","tag-26","tag-348"],"jetpack_featured_media_url":"https:\/\/ajia.site\/blog\/wp-content\/uploads\/2025\/09\/5881300ctae0bf3a6ed75.gif","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/posts\/3009","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/comments?post=3009"}],"version-history":[{"count":0,"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/posts\/3009\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/media\/3008"}],"wp:attachment":[{"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/media?parent=3009"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/categories?post=3009"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/tags?post=3009"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}