What models of recreational reading make a difference?

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Abstract
The purpose of this study was to determine what models of recreational reading improve students’ reading achievement and attitudes. Three different recreational reading models were studied to determine the effect of each model on students’ reading. Twenty‐four teachers and 415 students were involved in the study. Six teachers and their students were randomly assigned to one of the four groups: control, sustained silent reading, peer interaction, and teacher‐student conferences. Teachers in each of the experimental groups were trained in techniques for the model they would be using. The four groups formed by random assignment were considered as equivalent at the outset of the study in both reading achievement and attitudes. At the conclusion of the study, students involved in the peer‐interaction model and the individual teacher‐student conferences model obtained significantly higher scores (p<.01) on a measure of attitude toward reading than did students who were in the other two groups. Students involved in the peer‐interaction model obtained significantly higher scores (p<.01) on a measure of reading achievement than did students who were in the other three groups.

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