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A series of studies was carried out in four upper primary classes to determine the effect on pupil reading behaviour of the class‐teacher modelling silent reading during class reading periods. In every primary class studied pupil attention to text increased substantially when teacher modelling was practised and declined when this was discontinued. A further study showed that this effect was only partly accounted for by the reduction in teacher distractions (moving around the room, listening to pupils read) concomitant with teacher modelling of silent reading.
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Wheldall et al. (1988) studied this question.
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