The effects of teacher modelling of silent reading on students’ engagement during sustained silent reading

Deborah A.M. Widdowson, Robyn S. Dixon, Dennis W. Moore

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Abstract

This study explored the effect on student reading of teacher modelling during silent reading periods. Four low‐, four average‐ and four high‐achieving readers from a Standard 3 class participated in the study. A within‐subjects reversal design (ABAB) was employed. Results showed that substantial increases in attention to reading were evident in the teacher modelling condition for the low‐ and average‐achieving groups, but not for the high‐achieving group. Theoretical and applied implications for these findings are considered.

Original languageEnglish
Pages (from-to)171-180
Number of pages10
JournalEducational Psychology
Volume16
Issue number2
DOIs
Publication statusPublished - 1 Jan 1996
Externally publishedYes

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