Reading‐related Behavior in an Open Classroom: Effects of Novelty and Modelling on Preschoolers1

Abstract

Eight preschool children were exposed initially to an unstructured (open) classroom in which, among other objects, a dozen different books were continuously available. Samples of the subjects' behavior over several weeks documented a very low frequency of reading-related activity (attention to books). Introduction of novel books into the classroom increased some children's reading-related behavior, but adults who modelled reading by reading aloud produced larger and more stable increases of such behavior. There was also a relative increase in frequency of independent and a relative decrease in mutual-peer reading-related activity, possibly as a result of modelling. The study calls attention to the need to evaluate the open-classroom setting in a manner compatible with the experimental analysis of behavior in other applied settingsa manner that is also consistent with the real aims of open education.The movement toward "free" education and "open" classrooms is today one of the prominent reformist movements in education. The primary difference between traditional or formal schools and open schools is that, whereas the former are typically structured for group learning, open classrooms provide a more flexible, individual, or child-centered structure for learning. Advocates of the free-school movement feel that school should be a place in which the child him-'The Preschool

Firsthand Learning Through Intent Participation

“…Although rewards are sometimes influential (Bandura, 1986), often children repeat an observed behavior privately over long periods of time without any reinforging consequences, after having observed an unrewarded behavior on only a few occasions (Aronfreed, 1969). For example, after exposure to models who were reading aloud, preschool children spontaneously picked up books and imitated the adult's reading (Haskett & Lenfestey, 1974).…”

The Preschool: Setting for Applied Behavior Analysis Research

“…This, as the authors discuss, certainly negates the common assumption about short attention span for academic activities by preschoolers. The study by Haskett and Lenfestey (1974) supports the token studies in that it, too, concludes that the availability of materials is not enough to promote use. Some measure-be it material or social reinforcement, modeling, or sheer novelty-is often needed to increase interaction with academic materials and activities.…”

“…Utilizing an open classroom environment, Haskett and Lenfestey (1974) examined the effect of novelty and modeling on the reading-related behavior of preschool children. During baseline, a set of books was available in the reading area, but reading was neither encouraged nor did adults model it.…”

Sibling Thumb Sucking

“…For instance, modeling has been used to increase or improve self-initiated reading (Haskett & Lenfestey, 1974), parent's time-out skills (Flanagan, Adams, & Forehand, 1979), athletic skills (Shapiro & Shapiro, 1985), language skills (Goldstein & Brown, 1989), spontaneous speech (Kehle, Maddaus, Baratta, & Bray, 1998), obtaining teacher attention in the classroom (Craft, Alber, & Heward, 1998), and problem identification and problem analysis skills (Watson & Kramer, 1995). Modeling has also been used to decrease risk-taking behaviors (Potts & Swisher, 1998), bath avoidance (Downs, Rosenthal, & Lichstein, 1988), alcohol consump-tion (Caudill & Lipscomb, 1980), uncooperative behavior during dental treatment (Stokes & Kennedy, 1980), tics (Clarke, Bray, Kehle, & Truscott, in press), stuttering (Bray & Kehle, 1996), and aggressive behaviors in students with emotional disturbances (Morgan, 1998).…”