What Models of Recreational Reading Make a Difference?.

Manning, Gary L.; Manning, Maryann

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Peer reviewed

ERIC Number: EJ297954

Record Type: Journal

Publication Date: 1984

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

What Models of Recreational Reading Make a Difference?

Manning, Gary L.; Manning, Maryann

Reading World, v23 n4 p375-80 May 1984

Concludes that students involved in a peer-interaction model and an individual teacher-student conference model of recreational reading instruction obtained higher scores on a reading attitude measure than students in a sustained silent reading and a control model. Students involved in the peer-interaction model received significantly higher achievement scores than those in the other three groups. (FL)

Descriptors: Academic Aptitude, Class Organization, Grade 4, Intermediate Grades, Models, Peer Teaching, Reading Achievement, Reading Attitudes, Reading Instruction, Reading Research, Recreational Reading, Student Attitudes, Student Teacher Relationship, Sustained Silent Reading

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A