The Effects of Modeling

AN:  EJ403976
AU:  Espin,-Christine-A.; Deno,-Stanley-L.
TI:  The Effects of Modeling and Prompting Feedback Strategies on Sight Word
Reading of Students Labeled Learning Disabled.
PY:  1989
SO:  Education-and-Treatment-of-Children; v12 n3 p219-31 Aug 1989
AB:  The study with eight learning-disabled elementary grade students found
modeling a more effective feedback strategy than prompting on subjects'
sight word reading performance. Differences were generally maintained at
one-month and three-month follow-up.

AN:  EJ372700
AU:  Wheldall,-Kevin; Entwistle,-Judy
TI:  Back in the USSR: The Effect of Teacher Modelling of Silent Reading on
Pupils' Reading Behaviour in the Primary School Classroom.
PY:  1988
Educational-Psychology:-An-International-Journal-of-Experimental-Educational
-Psychology; v8 n1-2 p51-66 Mar-Jun 1988
AB:  Discusses four studies of the method designed to determine whether teacher modeling of appropriate reading behaviors would consistently lead to increases in student reading activity. Concludes that this method provides an effective environment in which
students model teacher behavior to improve attentiveness and increase
reading proficiency. (GEA)


AN:  EJ345148
AU:  Combs,-Martha
TI:  Modeling the Reading Process with Enlarged Texts.
PY:  1987
SO:  Reading-Teacher; v40 n4 p422-26 Jan 1987
DEM:  *Early-Reading; *Learning-Processes; *Reader-Text-Relationship;
*Reading-Ability; *Reading-Instruction; *Reading-Processes
DER:  Modeling-Psychology; Parent-Role; Primary-Education;
Reading-Difficulties; Teacher-Role
AB:  Concludes that young children of varying abilities, given an
opportunity to experience reading as a visual and a thought process, take a
more active role in their own learning. (FL)


AN:  ED214129
AU:  Omanson,-Richard-C.; and-others
TI:  Modeling the Effects of Reading Lessons on Text Processing.
PY:  1982
NT:  Paper presented at the Annual Meeting of the American Educational
Research Association (New York, NY, March 19-23, 1982).
AB:  A study evaluated the effectiveness of various models constructed to
account for how children read and comprehended a story presented in a
directed reading lesson. A commercial directed reading lesson was revised to
introduce information related to the story and to help the children form a
"map" of the central story content. Data were collected from 48 third grade
students, who were matched for reading performance and placed in one of two
groups that participated in either the commercial lesson or its revised
counterpart. A description of the way in which the components of the
commercial and the revised lessons influenced story processing was provided
through modeling techniques. The models, which assumed that different
aspects of the lessons were utilized during reading, were fit to the
children's recall of the lesson story. Through comparison of the fit of
these models it was found that (1) the revised lesson exerted a greater
influence on processing than did the commercial lesson; (2) the points at
which the revised lesson made direct contact with the story exerted a
greater influence on processing than did the points at which only indirect
contact was made; and (3) the questions following each segment of the story
and the preparation before the story of the revised lesson exerted greater
influence on processing than did other lesson components. (RL)