Reading-related behavior in an open classroom: effects of novelty and modelling on preschoolers.

The team watched preschoolers in an open classroom. They wanted to know if an adult simply reading aloud would make kids pick up books more often.

First they counted how often children touched books with no special events. Then they added new toys to see if novelty alone would help. Last, an adult sat and read aloud for a few minutes each day while children moved freely around the room.

When the adult read aloud, book touching and page turning jumped way up. The increase stayed high even after the adult stopped reading. New toys alone did almost nothing.

Vargas (2013) later tested the same read-aloud idea with minimally verbal preschoolers who have autism. They added pictures and objects while the adult read. Engagement still soared, showing the trick works across populations.

Barwasser et al. (2021) moved the idea up to first grade. They told stories three times a week to struggling readers who spoke German as a second language. Vocabulary and letter sounds improved, proving modeling keeps helping as kids grow.

Thomas et al. (1968) took a different path. They praised children whenever they said nice things about books. Praise also raised reading time. Modeling and praise both work, so you can pick the tool that fits your style.

You do not need fancy kits. Just grab a book, sit where children can see you, and read with interest. In five minutes you can double or triple how often kids open books on their own. Try it during free play, transition lulls, or center time. One adult model can set off a room-wide reading wave.