Abstract
The purpose of this research was to implement and evaluate a classroom strategy to increase student engagement in sustained silent reading (SSR), a form of school-based recreational reading. Teacher modeling was selected as the primary intervention. A within-subjects ABAB withdrawal design was used to evaluate the effectiveness of the intervention. Baseline data indicated moderate and variable percentages of student SSR. Rapid and marked changes in silent reading behavior were observed during intervention phases. Results suggest that teacher modeling of SSR is an effective functional intervention that can be used to increase student engagement. Implications and limitations are discussed with emphasis on establishing procedures to support successful classroom SSR programs.
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