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Information to Users INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University Microfilms International A Bell & Howell Information Company 300 North Zeeb Road. Ann Arbor. Ml 48106-1346 USA 313/761-4700 800/521-0600 Order Number 0201659 Becoming an independent reader: Self-selected texts and literacy events in a whole language classroom Fresch, Mary Jo, Ph.D. The Ohio State University, 1991 Copyright ©1991 by Fresch, Mary Jo. All rights reserved. 300 N. Zeeb Rd. Ann Arbor, MI 48106 BECOMING AN INDEPENDENT READER: SELF-SELECTED TEXTS AND LITERACY EVENTS IN A WHOLE LANGUAGE CLASSROOM DISSERTATION Presented In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Mary Jo Fresch, B.S., M.S. ***** The Ohio State University 1991 Dissertation Committee: Approved by: Dr. Jerome Zutell Dr. Rudine Sims Bishop Dr. Shirley Heck Adv Dr. Robert Donmoyer liege of Ed Copyright by Mary Jo Fresch 1991 To Hank - the wind beneath my wings ii ACKNOWLEDGEMENTS My sincere thanks to Dr. Jerry Zutell - your advice the past three years has been greatly appreciated. The encouragement and continued interest you provided made this undertaking a revarding endeavor. To my committee - Dr. Rudine Sims Bishop - thank you for years of sharing your home and knowledge of children's literature; Dr. Shirley Heck - your thoughtfulness and concern for me and the education of our nation's children will remain with me; Dr. Bob Donmoyer - thanks for your insights and guidance in my presentation of this research. Thanks to Andrea Barton - for inviting me into a classroom where children learn to love reading - your enthusiasm and input were greatly appreciated; to Jean Russell - for making research in your school a hassle-free pleasure; and to D.D.I.G. (Susan, Cheri, Kathleen, Mari, Katie and Darcy) - for all your ideas, support and friendship - may the miles never separate us. And to my family - my parents, for your help and loving interest, as always; my in-laws, for your thoughts across the miles; my children, Angela and Michael - for helping, waiting and cheering me on. But above all, to my husband Hank - thanks for loving, listening, encouraging and being my best friend. iii VITA October 7, 1952 ............. Born - Akron, Ohio 1974 ........................B.S. Ed., University of Akron, Akron, Ohio 1974-1978 ................... Teacher, Kent City Schools, Kent, Ohio 1978 ........................M.S. Ed., University of Akron, Akron, Ohio 1984-1986 ................... Instructor, University of Akron, Akron, Ohio 1987-1988 ................... Instructor, University of Nebraska, Lincoln, Nebraska 1988-1989 ................... Teaching Assistant, The Ohio State University, Columbus, Ohio 1989-1990 ................... Research Assistant, The Ohio State University, Columbus, Ohio 1990-1991 ................... Administrative Assistant, The Ohio State University, Columbus, Ohio 1990-1991 ................... Consultant, Project L.I.T. (Literacy Intervention Team) Madison County Schools (Funded by Ohio Department of Education) PUBLICATIONS A longitudinal study of reading and spelling connections for third and fifth grade students. Co-authored with Dr. Jerome Zutell. A paper presented at the International Reading Association - Thirty-sixth Annual Convention, Las Vegas, Nevada, May 1991. iv Becoming an independent reader: First grade children's self-selected literature - A researcher's view . A paper presented at the Dublin Literacy Conference, Dublin, Ohio, February 1991. Reading and spelling connections in elementary school students: A longitudinal study at third and fifth grade. Co-authored with Dr. Jerome Zutell. A paper presented at the National Reading Conference - Fortieth Annual Meeting, Miami, Flordia, November 1990. Successful study strategies. (1988). Topics in Education. Vol. IV (7), 1-3. FIELDS OF STUDY Major Field: Education Studies in Reading Dr. Jerome Zutell Studies in Children's Literature Dr. Rudine Sims Bishop Studies in Teacher Education Dr. Shirley Heck v TABLE OP CONTENTS DEDICATION .............................................. ii ACKNOWLEDGMENTS ....................................... iii VITA ..................................................... iv LIST OF T A B L E S ...................................... x LIST OF F I G U R E S ......................................... xi CHAPTER PAGE I. THE NATURE OF THE P R O B L E M ........... 1 Statement of N e e d ................... 3 Research Questions ..................... 5 Definition of Terms ..................... 6 Scope and Limitations of the Study . 10 Significance of the S t u d y ...........11 S u m m a r y ................................ 12 II. REVIEW OF THE LITERATURE............... 13 Literacy Learning in a Whole Language C l a s s r o o m ..............................13 The Individual Task of Learning to Read 18 Self-selecting Texts and Literacy Events 23 S u m m a r y ................................ 29 III. DESIGN OF THE S T U D Y .................... 30 Population and Setting ................. 31 Data Collection.......................35 Systematic Assessment ............ 35 Observations ........................ 37 Noting Literature Choices .... 39 Conversing with the Children . 40 Parent Questionnaires ............ 41 D o c u m e n t s .......................42 Other Data S o u r c e s ............. 4 3 Data Collection Time Frame.... 45 The Researcher's R o l e ................45 Trustworthiness .......................... 46 Data Analysis and Interpretation . 49 S u m m a r y ................................ 51 IV. DESCRIPTIVE DATA: THE CONTEXT OF THE CLASSROOM ......................................53 Room 2 0 ......................................53 Mrs. B ........................................ 58 Daily Schedule........................58 Teaching Reading ................... 60 Provisions for Choice ............ 63 Shared Learning ................... 67 The Children in Room 2 0 ................... 69 Summary......................................71 V. ANALYSIS OF SELF-SELECTION - THE FOCUS CHILDREN........................................ 73 T o m .......................................... 76 Personal Sketch ................... 76 Data from A s s e s s m e n t s .............. 78 Self-selection of Texts ......... 81 Self-selection of Literacy Events. 83 T r a c y ........................................ 85 Personal Sketch ................... 85 Data from A s s e s s m e n t s .............. 86 Self-selection of Texts ......... 88 Self-selection of Literacy Events. 91 S a r a ........................................ 92 Personal Sketch ................... 92 Data from A s s e s s m e n t s .............. 9 4 Self-selection of Texts ......... 97 Self-selection of Literacy Events. 99 J i l l ....................................... 101 Personal Sketch ................... 101 Data from A s s e s s m e n t s ............. 104 Self-selection of Texts ......... 107 Self-selection of Literacy Events. 109 D a v i d ................................ 112 Personal Sketch ................... 112 Data from A s s e s s m e n t s ............. 114 Self-selection of Texts ......... 117 Self-selection of Literacy Events. 118 L e e ......................................... 121 Personal Sketch ................... 121 Data from A s s e s s m e n t s ............. 123 Self-selection of Texts ......... 126 Self-selection of Literacy Events. 129 M i t c h .......................................132 Personal Sketch ................... 132 Data from A s s e s s m e n t s ............. 135 Self-selection of Texts ......... 139 Self-selection of Literacy Events. 141 N i c k ....................................... 144 Personal Sketch ................... 144 Data from A s s e s s m e n t s ............. 146 vii Self-selection of Texts .......... 150 Self-selection of Literacy Events. 152 K a t i e ........................................ 154 Personal Sketch ................... 155 Data from A s s e s s m e n t s ..............158 Self-selection of Texts .......... 161 Self-selection of Literacy Events. 166 J i m ...........................................169 Personal Sketch ................... 169 Data from A s s e s s m e n t s ..............171 Self-selection of Texts .........
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