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The present study tried to ascertain what happened after the termination of SSR. Upon completing the program, would students previously enrolled in SSR continue to have better reading habits than those who had not been exposed to SSR? A second area of concern was whether the reading ability of the students influenced the effectiveness that SSR had in changing reading habits. Do students of high, middle or low ability reading levels receive the same benefits from SSR, or are its effects greater with one particular group?

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