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Running Head: REFLECTION

Action Research Project Reflection

Bridget Peterson
University of Saint Mary

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REFLECTION

My action research question asks if implementation of daily Sustained Silent Reading

will affect the growth of kindergarten students reading stamina as measured by classroom
observations. For the purpose of my study, reading stamina was defined as the students ability
to concentrate and engage independently in silent reading while displaying on-task behavior.
There is an extensive amount of research to validate the importance of providing students
with time to read independently and exposing them to a variety of fiction and non-fiction texts.
The Organization for Economic Cooperation and Development (2007) has found a significant
association between early cultivation of childrens reading habits and their future success.
Hundreds of correlational studies find that the best readers read the most while poor readers read
the least (NICHD, 2000). The National Assessment for Educational Progress reports that the
more you read the better your vocabulary, your knowledge of the world, your ability to read and
so on (NICHD, 2000). It has also been found that SSR provides time for students to develop
knowledge of spelling, vocabulary, and complex sentence forms (Bylut Ermitage & Van Sluys,
2007).
Teachers can use methods such as read alouds and shared reading to be positive leaders in
promoting the importance of literacy. However, I believe that it is crucial to provide students
with time to connect and investigate texts on their own. My personal experience and beliefs
about literacy and Sustained Silent Reading combined with the proven benefits of SSR have led
me to choose this action research topic for my kindergarten classroom.
I am currently in my eleventh full week of implementation and am impressed at the
results thus far. I have seen slow, but steady growth in the reading stamina of my students. In
the first week of implementation the duration of reading sessions was only two minutes, but my
students have already progressed to seven minute daily sessions.

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When I developed this action research plan, I hypothesized that the daily mean of off-task
behaviors and the weekly mode of most occurring off-task behaviors would decrease throughout
implementation. However, I have learned that these amounts have remained quite steady. I can
conclude that the longer durations are the reason for this. While the mean and mode have not
decreased, I know that the reading stamina of my students has increased as they are now able to
read independently for longer periods of time.
I will continue with my SSR implementation throughout the school year. As I am seeing
positive results, I currently do not feel it necessary to make any procedural or environmental
adjustments. I know through educational research and my own action research how crucial daily
silent reading is to the development of students in the area of literacy. For this reason, I believe
that with my implementation I am providing the necessary support and means for my students
personal achievement. In addition, because SSR includes self-selection of reading materials, I
am also creating a differentiated experience for the boys and girls in my class.
The process of developing and implementing my action research project has allowed me
to practice each step in the USM conceptual framework of Knowledge in Action. I have had the
chance to Begin My Premise Statement by identifying a challenge, describing my setting and
scenario, and stating my problem. Through research, review, and gathering information to solve
the problem, I have practiced the step of Clarifying, Examining, and Improving. I have been
able to Implement Better Action by establishing outcomes and developing an implementation
plan.
Measuring and Evaluating Outcomes is an aspect that I have accomplished by
collecting data for assessment with the use of my tally chart throughout the research process.
With the data that I have collected, I am continuously Reflecting on Processes. I am able to

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utilize my assessment data collected throughout the first eleven weeks of implementation to
identify patterns, make conclusions, and adjust the duration of weekly silent reading sessions.
After implementing SSR into my classroom for a complete school year, I may be
Creating New Premises and Redefining Statements based on my results. I believe that a full
year of implementation, will give me the knowledge necessary to redefine my beliefs and adjust
my action research project for the following school year, if necessary.
Throughout the process of developing my action research plan, I was able to address and
practice many of the University of Saint Mary Graduate Program Outcomes. With the creation
of my action research plan, the eighth Graduate Program Outcome was addressed. I
demonstrated my personal ability to be a reflective practitioner by identifying a problem in my
classroom, examining the research to correct the problem, and advocating to solve the current
problem with the use of an action research plan.
I have met the seventh Graduate Program Outcome by effectively communicating and
collaborating with my peers. The use of discussion posts and conversations with my colleagues
have helped in developing and implementing my action research project. Finally, with
implementation of my action research plan, I have addressed the sixth Graduate Program
Outcome by utilizing measurements and evaluation accurately and systematically to monitor and
promote learning. While implementing my action research project, I have been continuously
evaluating my data and utilizing it to increase the duration of daily reading sessions.
I believe that the action research process connects to each of the five National Board
Professional Teaching standards. Proposition 1 defines ways in which teachers are committed to
students and learning. This standard relates to the action research process because its focus is
centered on improved classroom practice that will impact student learning.

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An educator must be knowledgeable in his or her subject area to identify a problem that is
existing within the classroom or among students. Identifying and stating a problem are critical
steps in the action research process thus connecting to Proposition 2 which states that a teacher
knows the subjects they teach and how to teach those subjects to students. After identifying a
problem, an action researcher must implement a plan of action. Throughout this plan, he or she
must consistently assess the progress of individual students and the class which connects to the
NBPTSs Proposition 3.
Proposition 4 states that teachers must think systematically about their practice and learn
from experience. The process of action research relates to this standard as it requires the
practitioner to be an educated person, knowledgeable on educational issues, and critically
examine his or her practice. Finally, action researchers are professionals who work and function
within a learning community. Because Proposition 5 identifies that teachers are members of
learning communities, it is again connected to the action research process.
Throughout this course, I have had the opportunity to learn about and practice each of the
critical steps in action research. I have become a more informed educator and feel empowered.
Implementing action research into my classroom has taught me how to be an advocate for not
only myself, but also my students.

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References
Bylut Ermitage, J. & Van Sluys, K. (2007). Reading, learning, relaxing and having fun:
Third-grade perspectives on sustained silent reading. Illinois Reading Council Journal,
35 (2), 11-21.
National Board for Professional Teaching Standards (2013). The five core propositions.
National Institute of Child Health and Human Development (2000). Report of the National
Reading Panel. Teaching children to read: An evidence-based assessment of the
scientific research literature on reading and its implications for reading instruction (NIH
Publication No. 00-4769). Washington, D.C.: U.S. Government Printing Office.
Organization for Economic Cooperation and Development (2007). Literacy skills for the world
of tomorrow. Retrieved from http://www.oecd.org/document/49/0,3343,en_2649_337
23_2997873_1_1_1_1,00.html (accessed July 5, 2003).
University of Saint Mary (2011). Conceptual framework for graduate programs.