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.