Haskett G J, Lenfestey W
J Appl Behav Anal. 1974 Summer;7(2):233-41. doi: 10.1901/jaba.1974.7-233.
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 settings-a manner that is also consistent with the real aims of open education.
八名学龄前儿童最初被置于一个无组织（开放式）的教室中，教室里除了其他物品外，还一直摆放着十几本不同的书。对这些孩子几周内的行为样本记录显示，与阅读相关的活动（对书籍的关注）频率非常低。将新书引入教室后，一些孩子与阅读相关的行为有所增加，但通过大声朗读来示范阅读的成年人则使此类行为有更大幅度且更稳定的增加。独立阅读的频率也相对增加，而同伴间相互阅读相关活动的频率则相对下降，这可能是示范的结果。该研究提醒人们，需要以一种与其他应用环境中行为的实验分析相兼容的方式来评估开放式教室环境——这种方式也与开放教育的真正目标相一致。
