Teacher modeling: Its impact on an extensive reading program

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dc.contributor.authorLoh, Jason Kok Khiang
dc.date.accessioned2020-05-22T02:08:24Z
dc.date.available2020-05-22T02:08:24Z
dc.date.issued2009-10
dc.description.abstractThis case study investigates whether teachers model reading in 1 Singapore primary school during an exercise called uninterrupted sustained silent reading (USSR) carried out in the classroom. Even though reading is an important determinant of a student’s growth in language skills and ability, and modeling the act of reading is essential in influencing students, we hypothesize that teachers do not model the act of reading. This study seeks to find out if teachers practice what they preach about reading by making the effort to model the act of reading. This study uses an observation log, questionnaire surveys, and semi-structured interviews. Fifty teachers were observed during USSR daily for 10 weeks and surveyed. Purposeful and systematic samplings were used to identify the teachers for the interviews. The study confirms our hypothesis that even though the teachers believe in the importance of reading and modeling, they do not model reading.
dc.identifier.doi10125/66832
dc.identifier.issn1539-0578
dc.identifier.urihttp://hdl.handle.net/10125/66832
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.subjectextensive reading
dc.subjectteacher modeling
dc.subjectbeliefs
dc.subjectobservational learning
dc.subjectclaims
dc.titleTeacher modeling: Its impact on an extensive reading program
dc.typeArticle
dc.type.dcmiText
local.rfl.topicExtensive Reading
prism.endingpage118
prism.number2
prism.startingpage93
prism.volume21

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