The main purpose of this research was to develop children' s reading behavior by using models. 
                The sample of this study consisted of 1991 Prathom Suksa 5-6 pupils from Ban Kamphaengphet School in Rattaphumi District, Songkhla Province. The pupils earned marks from the placement test of future orientation trait. They were divided into two groups, on the basis of the average test score. Those who gained higher marks represent high future orientation level; and lower marks represent low future orientation level. They were randomly put in 2 experimental groups and 1 control group, each consisting of 5 boys and 5 girls high future orientation sample  group and 5 boys and  5 girls low future orientation group. These three groups were 60  person sample groups. The measures used in this research were future orientation trait measure, reading behavior measure, and background questionnaire. The researcher prepared 3 kinds of biographical booklets : concerning two persons as models. The first two kinds emphasised their reading habits, presented in form of cartoon and essay. And the third one describe their history in general. The first experimental group obtained biographical cartoon booklet, The second experimental group got bigraphical essay booklet. The control group got history in general. Each group was luated 6 periods altogether, each period lented 30 minutes. The experiment lented 18 days. At the end of experiment,reading behavior was measured and the data analysis was made using two-way and  three-way analyses of variance. Newman keuls comparative method of average prepare were applied when statistical 
significances were found. 
                Research results were as follows  : 
           1.  The reading behavior was found to be significantly different, at the level of .01, between the pupils who had high and low levels of future orientation score. High future orientation trait pupils had higher reading behaviors than those with low future orientation trait. 
                2.  The three groups of pupils : biographical cartoon group, biographical essay group, and descriptive biography group were not significantly different in reading behaviors. 
                3.  There were no interaction between future orientation traits and 3 kinds of biographical variables. The two variables independently affected reading behaviors.