ANALYSIS OF SECOND AND THIRD GRADE BASAL READERS AS RELATED TO INTERESTS OF BOY READERS
Rachel Eicher
A Thesis
Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirement for the degree of
MASTER OF EDUCATION IN READING
May 2009
Committee:
Dr. Cindy Hendricks, Advisor
Dr. Craig Mertler
Dr. Trinka Messenheimer
ii
ABSTRACT
Dr. Cindy Hendricks, Advisor
Motivation and positive attitudes toward reading have declined among male readers
(Sainsbury & Schagan, 2004; Tyre, 2008). Various researchers have speculated as to why this has occurred. One notion is that male readers are not provided with reading material that is of interest to them. Therefore, this investigation sought to address the following research question:
To what extent are second and third grade basal readers providing male readers with interesting material? By posing this question, two sets of data were collected. The first set involved a content analysis of three current second and third grade basal readers. The second data set involved identifying the interests of male readers at the primary levels. Once these two data sets were collected, it was possible to determine the nature of the relationship between the material offered in the basal readers and the interests of male readers at the primary levels.
From the list generated regarding the interests of boys, all three series are not including science fiction and comic/cartoon selections to any great degree. The themes offered varied by publisher. Harcourt did not include any scary stories in either grade level. Sports stories were less than 10% in all of the analyzed texts. The researcher acknowledged the list of boys’ interests is varied and general and interests within the list may not appeal to every boy reader in the same way. So by offering more humorous selections, a publisher may reach a percentage of boy readers, but not all. Balance within the text would appeal to the greatest male audience and none of the series were balanced in offerings.
From the research by Brozo (2002), the role of the male lead character can appeal to different readers. SRA/McGraw-Hill, in the third grade text, was the only publisher to offer more iii than 25% of the fictional selections with a male lead character. The researcher concluded some the interests of boy readers are represented in all of the published series but limited.
iv
This thesis is dedicated to the boy readers who have challenged my practices and caused me to
consider their interests in my future educational endeavors.
I promise to remember your interests. v
ACKNOWLEDGMENTS
This thesis would not have been possible without the support and encouragement of Dr.
Hendricks. She guided me through the process. Her willingness to offer her time and talent was greatly appreciated. From the initial meeting to discuss the topic through the final revision stages, she was always available to offer assistance. I also appreciated the willingness of both Dr.
Mertler and Dr. Messenheimer to serve on my committee. vi
TABLE OF CONTENTS
CHAPTER I. INTRODUCTION
Statement of Problem...... 1
Research Question ...... 2
Rationale ...... 2
Definition of Terms ...... 3
Limitations and Delimitations...... 3
CHAPTER II. REVIEW OF LITERATURE
Motivation ...... 6
Theoretical Orientation ...... 6
Historical Research ...... 7
Self-efficacy ...... 8
Formal Assessment ...... 11
Interests of Readers ...... 11
Strategies for Boy Readers ...... 16
Research Related to Boys Readers ...... 19
Concept-Orientated Reading Instruction and Motivation ...... 21
Basal Reader ...... 21
Summary ...... 23
CHAPTER III. METHODS AND PROCEDURES
Methods ...... 25
Research Design ...... 25
Data Source...... 26 vii
Instrumentation ...... 26
Procedures ...... 27
Data Collection ...... 28
Data Analysis ...... 28
Summary ...... 29
CHAPTER IV. DATA ANALYSIS AND DISCUSSION OF RESULTS
Data Analysis ...... 31
Within Publisher ...... 31
Within Grade ...... 36
Within Literature...... 41
Discussion of Results...... 42
Summary ...... 43
CHAPTER V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary ...... 45
Conclusions ...... 45
Recommendations ...... 47
Publishers...... 47
Reflections ...... 48
Teachers ...... 48
Further Research ...... 50
Summary ...... 50
REFERENCES ...... 52
APPENDIX ...... 57 viii
LIST OF TABLES
Table Page
1 Analysis of Fiction and Non-Fiction in Three Second Grade
Basal Reading Series...... 36
2 Analysis of Other Genres in Three Second Grade Basal
Reading Series ...... 37
3 Percent of Selections in Three Second Grade Basal Series
by Themes ...... 38
4 Percent of Pages Devoted to Themes in Three Second Grade
Basal Readers ...... 38
5 Analysis of Fiction and Non-Fiction in Three Third Grade
Basal Reading Series ...... 39
6 Analysis of Other Genres in Three Third Grade Basal
Reading Series ...... 40
7 Percent of Selections in Three Third Grade Basal Series
by Themes ...... 41
8 Percent of Pages Devoted to Themes in Three Third Grade
Basal Readers ...... 41
CHAPTER I. INTRODUCTION
The history of education and the best practices of teaching reading have evolved from the
New England Primer to today’s basal readers with their stated specific outcomes indexed for easy reference. As the access to reading material has changed since the first reader, the attitudes and interests of the reader have also exhibited similar changes. When considering the present day availability of reading material whether through the increase in volume in schools or the access to the Internet, students today are exposed to an ever-changing written world. In today’s classroom, the basal reader is only one tool used to teach children to read. Through the years, teachers have frequently supplemented the basal reader with trade books and other types of materials; however, teachers still rely on the basal reader for the stability and accountability it provides in the standardized test driven world of education today.
Like the changes that are apparent with the basal readers, so are there changes in attitude toward and motivation for reading. Sainsbury and Schagen (2004) report a significant gap in the attitudes of boy and girl readers. Their research confirms that there are gender differences in attitudes toward reading and these differences have been documented through the use of a variety of surveys and techniques designed to evaluate the attitudes and motivation of students. While these investigations provide insight for the classroom teacher as to the attitudes and interests of the boys and girls in their classes, they do not necessarily address why the students exhibit the attitudes they do. There may be underlying issues of self-efficacy and intrinsic motivation.
Statement of Problem
As teachers examine the engaged and disengaged readers within a classroom, the disengaged readers are disproportionately male (Tyre, 2008). The attitudes developed at an early 2 age have a lasting impact on the learner. It might be speculated that the decline in positive attitude is related to what students are reading as they learn how to read. Considering teachers use the basal reader as the primary tool for literacy instruction, one should expect the basal to contain engaging text for all readers. Could the content of the basal readers be contributing to the declining positive attitude toward reading that boys experience?
Research Question
While numerous issues impact reading attitudes, the question to be answered in this thesis related solely to the basal reader and the material included. The research question to be addressed by this investigation was: To what extent are second and third grade basal readers providing male readers with interesting material? By posing this question, two sets of data were collected.
The first set involved a content analysis of current basal readers. The second data set involved identifying the interests of male readers at the primary levels. Once these two data sets were collected, it was possible to determine the nature of the relationship between the material offered in the basal readers and the interests of male readers at the primary levels.
Rationale
As determined through numerous research investigations, the teacher impacts the education of students. The impact is particularly significant when it comes to textbook selection.
Often times, the recommendation for text adoption is made by teachers who will be using and implementing the series. As the number of male primary teacher is at a minority, females undertake the responsibility of textbook selection. Because of the overwhelming majority of female teachers who make textbook selections, it seems prudent to consider what they are selecting and what textbook publishers are providing. If there is a mismatch between male 3 students’ interests and what appears in the basal readers, this imbalance could be contributing to their decline in attitudes.
Definition of Terms
To better understand this investigation and all its components, several terms need to be defined. The following is a list of terms and the definitions of these terms, as they will be used in this investigation.
Basal reader - The text includes stories leveled according to grade. Often the basal reader is used in the classroom as a source for reading instruction. In recent years the term anthology has replaced the term basal.
Intrinsic Motivation – Student motivation defined in terms of student’s feeling about self and not based on rewards or external factors.
Self-efficacy – Bandura (1993) defined self-efficacy as belief in one’s personal capabilities. Students in the classroom need to develop self-efficacy, not to be confused with self-esteem or self-concept. Self-efficacy is the student’s belief in his/her ability to approach a task and be successful.
Attitude – Attitude is an organization of consistent responses toward some social object
(Liska, 1974 p. 261).
Interest – Mathewson (1994) defines interest as a favorable attitude with high action readiness (Mathewson, p. 1143).
Limitations and Delimitations
This study focused on the current basal readers considered for adoption by local districts in the Midwest. While the study examined the content of the basal reading series based on 4 informational and narrative text, the study did not include the supplemental texts used in classrooms.
Although the content of the basal reader was examined in this study, the researcher did not compare previous basal texts to the current ones. The primary purpose of this investigation was to determine whether basal readers contain stories for reading that are of interest to boys in the primary grades.
The list of interests of primary grade boys was generated by surveying boys about what they liked to read. If boys were not honest in their answers, the results of this study would not be obtainable by other investigators.
The basal has played an important role in many classrooms, but there are other issues that affect the reading attitudes of males. The study did not consider any other variable that could impact the attitudes of primary grade boys.
5
CHAPTER II. REVIEW OF LITERATURE
Thirty years ago educators faced a gender crisis. Girls were lagging behind boys. The federal law Title IX, enacted in 1972, was designed to ensure equal opportunities for girls in academic and social settings (Tyre, 2008). Girls began to thrive in the educational system that had once disallowed their presence in classrooms. Today, many people argue that schools once again face a gender crisis, and this time, the boys are the ones who are behind. Presently there is a concern within the educational community that by addressing the concerns of girls and narrowing the gender gap, boys have been lost in a female driven education system.
An example of the shift in gender issues can be found in the Tyre (2008) book, The
Trouble with Boys. The author sites a report from the prestigious Whitney Young Magnet High
School in Chicago. At one of eight selective high schools in Chicago, the principal noted a dramatic decline in the admission rates of male students. In 2003, the balance of incoming freshmen was slightly more male than female. At the time the freshman class of 2006 enrolled, the numbers tilted toward females, with 62% female and 38% male. Whitney Young, however, is not the only school with issues in gender and admission (Tyre).
One area of the curriculum where gender issues seem more pronounced is in the area of reading. Reading research over the past 20 years has demonstrated a relationship between motivation to read and reading performance. In a related line of research, investigators have studied the relationship between reading instruction and self-efficacy (Bandura, 1997).
Moreover, relationships between motivation and attitude have also been researched. Gender comparisons relating to reading, attitude, interest, and motivation have been examined (Brozo, 6
2002). While motivation and attitude influence the learning of the individual, the teacher continues to play an important role when it comes to motivation.
Motivation will be examined in the first portion of this chapter including studies related to programs used to assess and impact student attitudes and motivation. The second part of the chapter is devoted to the basal reader and related research.
Motivation
If boys are not reading, one explanation could be that the texts are too difficult for them to read and so they would rather not read or the texts could be not interesting to boys. The significance of an appropriate balance between boy stories and girl stories is tied to motivation and interest in reading. A discussion of the theoretical aspects of reading is provided.
Theoretical Orientation
Liska (1974) examined the attitude and behavior and questioned the validity of questionnaire items in terms of attitude. One of the problems with assessing attitude is separating the general from the specific. Another concern with assessing attitude-behavior relationships is social support. Liska, Felson, Chamlin, and Baccaglini (1984) explored the relationship between attitudes and behaviors: “Attitude theory and research suggests that finding instrumental variables which affect attitude but not behavior and vice versa may prove to be very difficult”
(Liska, et al., p. 16).
The Mathewson (1994) model demonstrates the relationship between attitude, intentions and reading. Three factors that influence intentions are prevailing feelings, action readiness, and evaluating beliefs about reading. While these three factors influence the intention to read, external motivators and internal emotional states can also impact reading attitudes. Teachers who foster various genres, contents and authors promote the model within the classroom. Teachers 7 also can establish classroom settings that support and demonstrate the value of reading
(Mathewson).
While previous researchers struggled with separating the attitude-behavior relationship,
Hollingsworth and Reutzel (1990) applied the Mathewson model. The researchers administered a comprehension test to 78 students in sixth grade. The fictitious country in the assessment was presented to the three groups in three distinct ways. One group was given positive knowledge about the country, another group negative information, and one group was not given any information. Since there were no significant differences in scores, the results indicated students were able to suspend attitude when in a testing situation. It is important to note the assessment was administered immediately after exposure to the text. This supports the Mathewson model that students are able to separate attitude in situational settings. The researchers did conclude through qualitative data that some difference might exist in student recall.
Historical Research
The primary study when exploring motivation is the McKenna, Kear and Ellsworth
(1995) study. Their model uses three basic factors when determining individual’s attitudes toward reading. The three factors are normative beliefs, beliefs about the outcomes of reading, and specific reading experiences. Students who are capable readers may not have strong attitudes about reading if they experience more pleasurable results from other activities (McKenna, Kear
& Ellsworth).
In the McKenna, Kear and Ellsworth (1995) study of children’s attitudes toward reading, the researchers surveyed 18,185 children in grades one through six. The proportion of boys to girls was within one percent. The study used the Elementary Reading Attitude Survey, which is comprised of 20-items with a pictorial scale of one to four. In this study, the teacher read the 8 items twice as the students completed the survey. This survey was designed to measure attitude not reading ability. Participating teachers using detailed instructions administered the surveys.
Overall the study indicated an increasingly negative attitude toward reading as students pass from first to sixth grade. In the gender analysis portion of the study, the researchers determined the female scores, while increasingly negative, remained overall more positive than the male scores at the same grade level. One of the limitations of the study was in the background of the students surveyed and the method of instruction while in the formal school setting. Overall the study provided insight to student attitudes toward reading and the increasing negative attitudes as children progressed through grades one to six (McKenna, Kear & Ellsworth).
When analyzing the results of student population surveyed, the researchers discovered a significant difference in attitudes between girls and boys. The girls possessed a more positive attitude toward reading when compared to boys. As the age increased, so did the difference.
When analyzing the results concerning academic reading, the same statistical difference was present with girls demonstrating a more positive attitude toward academic reading. The researchers noted a decline with age in regard to academic reading. Teachers in the study were asked if and how they used a basal series. Of the teachers who responded, 81.6% reported they used the basal as the primary tool for reading instruction. The extent of the teacher’s use of the basal was not meaningfully related to both recreational and academic reading. The analysis of student attitudes when compared to teacher instructional methods proved inconclusive
(McKenna).
Self-Efficacy
When examining self-efficacy, defining the term as it relates to self-esteem is the first step. Self-concept addresses the judgment of the individual while self-efficacy is the belief a 9 learner has related to competency (Linnnebrink & Pintrich, 2003). Self-efficacy is defined by
Bandura (1997) as a belief in one’s personal capabilities. Self-efficacy plays an important role in the motivation of readers, because readers must feel capable of reading for them to choose to engage in that type of behavior. The role of self-efficacy is evident in the attitude students demonstrate when presented with a difficult task. Students with a high sense of self-efficacy will approach the task as a challenge to be mastered, while students with low self-efficacy will dwell on their deficiencies instead of attempting the challenge (Bandura, 1993). As this applies to motivation, students with low self-efficacy will not be willing to meet the challenge of reading material and will view themselves as not capable.
Not only is it important to recognize students’ self-efficacy, it is also important to note the role of the teacher and self-efficacy. The self-efficacy of the teacher can influence greatly the learning environment. Teachers who are confident in their ability to teach will help students develop a feeling of confidence. Likewise, teachers with low self-efficacy are likely to have students who also have low self-efficacy (Bandura, 1993).
When examining the theoretical basis, Bandura (1993) explained the role of self-efficacy as it relates to student learning. Self-efficacy is the self-belief that plays a big role in learning.
Bandura postulated that motivation is based on three influences. These influences include the individual’s affective reaction to one’s performance, goal attainment, and readjustment of goals based on performance. These three influences impact goal setting for the learner, amount of effort given a task, perseverance, and resilience to failure; low self-efficacy is directly related to anxiety students feel when completing academic tasks. The idea of relieving stress to reduce anxiety may be the incorrect method to address the concern. Instead, teachers who address and encourage the needs of students could impact the self-efficacy of the learner. Students who have 10 repeated failure in school cannot be expected to maintain a positive attitude concerning learning
(Bandura).
Bandura (1993) also related the role of self-efficacy to the teacher and the school.
Teachers with higher levels of self-efficacy tended to have classrooms where students were academically engaged, provided remediation as necessary, and praised in appropriate and meaningful ways. The same principles can be applied to the school environment. An academically stimulating environment where teachers feel valued and supported can have a positive impact.
From an educational perspective, motivation is an issue that can greatly influence student learning. According to a McKenna and Kear study (1995), there is an increasing negative attitude toward reading expressed by students in grade one to six.
There also seems to be indication that levels of confidence have increased among students while at the same time enjoyment had declined (Sizmur, 2008). By looking at the two separate surveys, it clearly indicates students are reading, but not enjoying the experience. After closer examination, girls are more likely to enjoy reading stories, visiting the library and reading silently while boys are likely to say they are not interested in books, prefer television and don’t like reading silently (Sizmur).
Morgan, Fuchs, Compton, Cordray, and Fuchs (2008) explored the relationship between motivation and early reading failure. One area addressed in the study related to first graders who experienced failure in learning to read and the decrease in motivation in reading when compared to peers who had experienced success at the same grade. Two of the measures in the study were a survey consisting of 30 questions and a questionnaire with three questions focusing on reading practices. The result of the study found that children at risk lag behind peers in reading 11 motivation and reading practices. The relationship between reading skills-reading motivation emerged quickly (Morgan, et al, 2008).
Wilson and Trainin (2007) utilized 198 first grade student participants from 16 classrooms from different socio-economic levels. The tool used was a scale with questions that addressed perceived competence, self-efficacy, and attributions. The study concluded that there was a strong correlation between self-efficacy and perceived competence for literacy tasks.
Overall, teachers need to be aware of students’ development in self-efficacy as children begin formal reading instruction. The development of student skills can lead to student success (Wilson
& Trainin).
Formal Assessment
While motivation and attitudes were monitored by the classroom teacher with several studies as examples and proven tools by which motivation and attitudes were assessed, the question remained regarding children’s ability on standardized reading tests. The National Center for Education Statistics (2004) reported scores in reading were higher in 2004 than any previous year. The study analyzed test scores from 1971 to 2004. In the test group from Ohio, the overall test averages were higher than the national average. The comparison of male and female readers indicated the average male score in the state of Ohio was lower than female students by six points in 2004 (United Stated Department of Education, 2004).
Interests of Readers
The survey administered by the National Foundation for Educational Research (2008) found that while student confidence levels have increased over the years, the levels of enjoyment have decreased. Overall, students choose to read stories, magazines and comics. Girls enjoy reading stories and poems while boys indicate they are not interested in books and prefer to 12 watch televisions. The survey in this article indicated a pattern had resulted from the surveys of
1998, 2003, and 2007 with the significant difference between 1998 and 2003. In terms of reading enjoyment, the pattern reflected a sharp and significant decline from 1998 to 2003. It appeared to level between 2003 and 2007. While the survey did not investigate the reasons for change in attitudes, it did note the decline (Sizmur, 2008). In the survey of urban adolescents, magazines were the clear favorite of both males and females in the grades five to eight (Hughes-Hassell &
Rodge, 2007).
Smith and Wilhelm (2002) compiled a profile of male readers in terms of achievement, attitude, choice, and response. Boys tended to take longer to learn to read than girls and they read less than girls. Boys valued reading less than girls and were less likely to read for leisure. Boys tended to like to read informational text, magazine articles, graphic novels and comic books.
Boys liked to read collections of books. They enjoyed reading stories about boys more than stories about girls. Boys enjoyed active responses to literature while girls liked written responses
(Smith & Wilhelm).
Millard (1997) collected and analyzed data from surveys and interviews of children aged
10-12. The finding indicated a strong emphasis on narrative reading in early instruction while other types of literature, particularly comic books, was discouraged. Limited choice of genre was provided within the classroom (Millard).
Coles and Hall (2002) examined the reading interests of children aged 10, 12, and 14.
The researchers obtained information through questionnaires with 7976 students responding. The researchers conducted follow-up interviews with 1% of the surveyed population. The comparison of the 1971 study and the 1994 follow-up indicated a trend in the types of material read as students age. The 1971 study showed students read periodicals less as they age while the 1994 13 results were the reverse. The findings of the 1994 study were clear that both genders read more magazines and periodicals (Coles & Hall).
Coles’ and Hall’s (2002) results identified interests of children when selecting books.
Boys responded that they enjoyed reading sports-related, science fiction, comedy, and war/spy books. Girls said they were interested in romance/relationships, school-related, poetry, and horror/ghost books. One observation made by the researchers was that boys may read texts and forms not traditional to the classroom, which can lead to self-concept of a non-reader (Coles &
Hall).
Merisuo-Storm (2006) conducted a study with 145 students ages 10-11. One of the goals of the study was to determine whether boys and girls enjoyed reading different text. The results found girls enjoyed reading far more than the boys. Boys indicated (through the survey administered) that their favorites including comics, humorous stories and adventure books. Boys also were more selective when choosing reading material. Both indicated a strong dislike for poetry. Boys, however, felt similarly about stories and fairytales. Books that provided a sequel or a part of a series were of interests to both genders (Merisuo-Storm).
Worthy, Moorman and Turner (1999) had 426 participants from sixth grade language arts classes. The two part survey included 21 varieties of materials, both materials included in the traditional classroom and ones not usually found. The second part of the survey permitted students to mention materials not included in the list of 21 types. Overall the students rated scary stories and books and cartoons and comics as the most preferred. Scary stories and books received 66% while cartoons and comics received 65%. When comparing the genders, scary books, popular magazines, cartoons and comics, sports, drawing, and animals were listed in the 14 top 10 for both genders. Girls ranked funny novels and series higher, while boys ranked car and trucks and almanacs higher.
The potential impact of interest on comprehension was the focus of a study by Oakhill and Petrides (2007). The researchers’ participants were 32 students aged 9-10. The group was equally divided based on gender. Two reading passages were given; the topic for the first passage was spiders and the other was living through the Second World War. The results found that interest impacted scores for the boys more than the girls. It appeared the relationship between interest and achievement impacted boys more than girls (Oakhill & Petrides).
McKechnie (2006) analyzed the personal collections of 43 boys aged 4-12. The information was collected through an inventory of book collections and personal interviews. The boys owned novels, non-fiction books, computer magazines, comic books, graphic novels, and role-playing game manuals. The researcher concluded that boys and reading problems could be related to the adults’s definitions of real reading (McKechnie).
When looking at research related to motivation and attitudes of children, one comparison can be made between the genders. The Sainsbury and Schagen (2004) study sampled 5076 students to analyze the attitudes toward reading. The researchers administered a survey in which the results clearly indicated girl readers were found to be significantly more positive in their attitudes toward reading than boy readers. The study included the five-year span of 1998 to 2003.
There was a clear decline in positive attitudes at all levels with the greatest decline in boy scores.
The same time period was used for comparison of student reading achievement. While student attitudes decline, there was improvement in test scores. The researchers concluded that while instruction was improving student achievement, at the same time children were less likely to read for pleasure (Sainsbury & Schagen). 15
Cavazos-Kottke (2005) examined the difference in readers’ attitudes and the potential for change. The author shared experiences as an English teacher who initially worked for students to be actively engaged in Shakespeare and Homer. Most of the boy readers the author encountered shared they had been disengaged during middle school where reading had become a task tied to achievement testing. Their grades indicated a decline from elementary school. The teacher/author implemented S-SR or self-selected reading in the classroom with the goal to be increased student reading whether or not related to achievement testing. The boys responded positively when the teacher removed all restrictions when selecting reading material. The result from the practice found engaged boy readers who expressed a change in reading attitude
(Cavazos-Kottke).
Hughes-Hassell and Rodge (2007) investigated the difference in attitude toward reading of students in grades five through eight. Thirty-six percent of the students responded “yes” to enjoying reading while 7% responded “no”. When looking at the girl attitudes compared to boy attitudes, 42% of the girls responded “yes” to enjoying reading while only 31% of the boys replied similarly (Hughes-Hassell & Rodge).
Noble and Bradford (2000) proposed six possible reasons why boys achieve lower than girls. The first reason is genetics and can be argued that development is determined by gender.
The second related to changes in society especially in the recent three decades. The roles of men and women and the work they perform have transformed with women taking on traditional male roles. The change in society has also impacted the family for the third possible reason. Single parent homes are more prevalent and the role of the male in the home has diminished.
Curriculum is the fourth reason. While the information is not present to support changing curriculum to favor boys, the issue of potential effects of the curriculum on boys needs to be 16 addressed. The fifth reason is school management. Within the school, the administration needs to manage the students by varying grouping with the high-achieving students and the low-achieving students receiving quality education regardless of ability. The last reason is classroom management. Teachers need to vary the grouping within the classroom. They also need to be cognizant of the differences in gender and the impact in the classroom (Noble & Bradford).
Strategies for Reaching Boy Readers
In the website by Scieszka (2005), the teacher/author addresses concerns related to guy readers. The mission of the website is to motivate boys to read by connecting with literature.
Scieszka lists six goals for guy readers. Included in the list is expanding the definition of reading.
Boys often read but do not count it as reading because the type does not fit the traditional definition of reading. Boys also need to be given choice. Widen the reading choices within the classroom and encourage self-discovery (Scieszka).
Encouraging boy readers is only on way to impact developing readers. As outlined in the
Brozo (2002) book, To Be a Boy, To Be a Reader, teachers can directly and influence the reading habits of boy readers. Of the listed techniques to employ, the first step is to identify the interest of the reader. Brozo recommends that teachers discover the outside interests of boys and use interest journals or administer interest inventories to determine the genre of material of interest.
The teacher can then introduce new materials through book talks. Providing materials of interest to boy readers can be one step toward addressing then lack of motivation among boy readers.
The teacher can also develop a boy bookrack where boys feel comfortable exploring reading material with a variety is available. Inviting adult male readers into the classroom is another way to provide a positive example of male reading habits. 17
As a way for teachers to address the individual needs of boy readers, Brozo (2002) identified 10 positive male archetypes. These 10 archetypes are explained in detail and include suggestions for literature. According to Brozo, the Pilgrim archetype is the wanderer, full of hope, faith, and a need to improve life. The Patriarch represents the masculine roles of sacrifice and nobility. The King symbolizes the trustworthy and wise nature of the male. The Warrior is brave and illustrates the opposition to evil. The Magician relates to the intuition of the male. The
Wildman is independent and unpredictable. The Healer symbolizes the need for self-healing. The
Prophet proves controversy. The Trickster lightens the mood through humor. The Lover shows the empathic nature of the male. Since boy readers need exposure to positive male role models in literature, Brozo believes it is important for teachers to understand these archetypes. Teachers can use this information to identify boy readers within the classroom and match readers with literature of interest (Brozo). Brozo contends that girls have been exposed to these roles for years. The role of heroines in fairy tales has been present in classrooms. Girls have access to coming of age books as they mature both physically and mentally. Boys find little fiction, written from a male point of view, when searching for help during adolescent years (Segal, 1982)
Extending Brozo’s (2002) notion of archetypes, Zambo (2007) applied the concept to primary classrooms by using picture books. While Brozo suggests using out-of-school interests to choose books for the classroom library, Zambo created a corresponding list, matching archetypes to picture books. Zambo listed the 10 archetypes from Brozo and matched picture books. Zambo applied the principle of the archetypes to picture books. The attempt is to relate picture books to male readers by providing safe choices that will foster a climate where boys can express feelings and ideas freely (Zambo). 18
By improving boys’ interest and motivation, achievement may be positively impacted.
Some considerations for the classroom teacher include providing balanced instruction, acknowledging that some work will be tedious and not exciting but necessary, sharing in the goal setting, and providing high-interest reading (Neu & Weinfeld, 2007). While these strategies are designed to assist all students in learning, boys may benefit from the above-mentioned considerations. Balanced literacy would address the gap in subject deficiency related to science instruction. Goal setting and the acknowledgement that some reading is necessary are important to both genders. The high-interest reading addresses the increasing gap in motivation and attitude when comparing genders. Teachers need to carefully select text, while considering the appropriateness of the text. The text needs to be evaluated as to the difficulty since boys’ repeatedly indicated that feeling competent is important (Smith & Wilhelm, 2002). While these strategies are designed to assist all students in learning, boys may benefit more than girls from the above-mentioned considerations.
Smith and Wilhelm (2002) reiterate the concept of knowing students and the importance of reaching readers. The teacher needs to gain insight as to interests and can accomplish this through inventories, surveys, letters and personality profiles. Smith and Wilhelm believe reading needs to be a social event. Boys indicated that working with others provided intrinsic motivation
(Smith & Wilhelm). Boys also indicated they preferred reading action and adventure books.
Lingo (2007) interviewed 11 alliterate adolescent boys. The researcher discovered boys associate literacy practices with females. Females were the first reading examples for boys and as they entered middle and high school, their teachers were still primarily female (Lingo).
Dahlhauser (2003) shares the motivational impact of a program implemented for seven years in her school district. The program was implemented to address the lack of motivation 19 among boy readers. When considering the school population, the numbers indicated 90% qualified for free or reduce lunches and 95% were considered at risk. Motivating boy readers became a very important component of the elementary program. The librarian outlined four methods employed in the school. The methods were embracing the icky, keep it fresh, spread the germs, and outreach with a vengeance. When presenting icky books, the librarian provided gross material. The librarian also kept it fresh by considering the age of the material offered. Spreading the germs included setting a good example as a reader. The vengeance had the appearance of teachers spending lunch and planning time with students discussing books. Overall, the methods addressed the learners where they were in terms of interest and ability in an attempt to increase student learning as measured by the required master checklist. The adults also worked together with the goal of active participation in the lives of the students to reach and influence. The last line of the article read “Seek them out, especially the “baddest” boys, and give them the freedom to read” (Dahlhauser, p. 31).
Tyre (2008) examined the declining role of adult males in the primary school setting.
While the number of male elementary teachers reached 18% in 1981, the percentage of male teachers in elementary classrooms is around 9% in today’s schools (Tyre, p. 126). There are a variety of reasons for the lack of male role models for boy readers today.
Research Related to Boy Readers
One study concerning boys and reading habits, addressed the principle of engagement, action and relevance in efforts to improve or change reading habits (Kelly, 2007). In the pilot program, titled Boys, Books, Blokes and Bytes, the target group was adolescent boys in the middle years of schooling. The study established baseline data for reading behaviors, attitudes and reading selections. In the baseline data, 62% of the boys were indifferent or bored by 20 reading. One of the intervention groups included book talks and workshops for participating students. Boys were encouraged to respond aesthetically to the literature. There was a variety of literature available. The boys met in small group format. The conclusion of the pilot program was the engagement of boys in reading had a positive impact on reading attitudes (Kelly).
Horton (2005) summarized recent research as it relates to boys and reading. Reading for pleasure dropped from 67% in primary grades to 43% in intermediate grades. Siblings, friends and fathers who read influenced boys. Boys tended to read graphic forms of literacy and books about real people (Horton).
McKool (2007) studied the correlation between reading habits and lifelong reading while gaining insight to reasons students don’t read out of school. McKool asserts that lifelong habits are determined by fifth or sixth grade. The study focused on 199 fifth graders at two diverse but academically successful schools. The researchers collected data through reflective journals and memos, activity logs that focused on out of school activities, and reading and attitude surveys.
The attitude survey used for the study was Elementary Reading Attitude Survey (McKenna, Kear
& Ellsworth, 1995). One finding of the study was there was no significant difference between low income and middle/high income students in terms of amount of reading. The results were that students spend an average of 17 minutes per day reading voluntarily out of the school setting. The range was a high of 46 minutes a day for the avid reader and only three minutes a day for the reluctant reader. A finding of the study was concerning extrinsic motivation to read through the use of rewards. The avid readers were not positively impacted by the reward system and in some cases read less because of the programs. The attitude and motivation survey supported the previous finding. The avid readers had more positive attitudes toward reading, had 21 higher self-concepts, and valued the importance of reading when compared to the reluctant readers (McKool).
The application to the classroom can be found in the practice of Sustained Silent Reading
(McKool, 2007). The study suggested students in fifth grade tend to read books in a series. While reluctant readers indicated preferring comic books and magazines, avid readers only mentioned them. Teachers need to provide students with varied materials and opportunity to read. Students in the survey indicated they value the recommendation of the classroom teacher (McKool).
Concept-Orientated Reading Instruction and Motivation
The purpose of Concept-Orientated Reading Instruction or CORI was to increase student reading engagement in grades three through five (Guthrie, McRae, & Klauda, 2007). The researchers used science as the subject for instruction. The goals for the students included increasing student motivation to read. The emphasis was on intrinsic motivation, self-efficacy, perceived autonomy, social interaction, and mastery of goals. The materials included trade books or varying reading levels and websites. The intervention was held for 12 or 36 weeks with daily instruction ranging from 60 to 90 minutes. Each lesson was divided into five segments.
Motivation was addressed by incorporating relevance, choice, collaboration, self-efficacy support, and thematic units. The researchers composed a questionnaire to evaluate intrinsic motivation. Students indicated reading more after the CORI program. The researchers concluded the increase in amount of independent reading time related to increased motivation. The students who participated in the CORI program also demonstrated a substantial positive change on standardized tests of reading comprehension. The explicit teaching of reading skills while providing choice in independent reading proved to increase motivation. The finding was that the
CORI program positively impacted the motivation of students (Guthrie, McRae, & Klauda). 22
Basal Reader
Traditionally, the basal reader has been used as the primary tool for reading instruction in the primary classroom (Hoffman, McCarthey, Elliott, Bayles, Price, Ferree, & Abbott, 1998).
From the first reader to the most recent issues that are directly correlated to the state testing standards, the effort to address student achievement has been an issue. Koskinen and McCarthey
(1995) compared the content of the pupil text of 1986/1987 to the 1993. They discovered the new editions of the pupil texts were more diverse in format and organization
Buss and Karnowski (2000) claim that basal texts are now more diverse in genre. Genres offered in traditional basal text include fictional selections. The fictional selections include realistic, animal fantasy, historical, fairy tales, fables, and folk tales (Buss and Karnowski).
While some of the studies focus on the content of the basal, others focus on the use by classroom teachers.
Baumann and Heubach (1996) posed questions concerning the basal reader and the deskilling of teachers. The methods used in the study included Likert items in a survey mailed to members on a list purchased from the International Reading Association. Of the surveys sent,
563 were returned. The results indicated an overall willingness on the part of the teachers to be flexible in the material used when teaching reading. A majority of the teachers indicated they were part of the selection process of the basal series. There was also a majority who indicated they were expected to use the basal but were able to supplement and use at their discretion. Only
1% indicated they were required to use the basal without any flexibility. Some of the teachers in the survey complimented the current basal readers. They believed the basal, as it is created for the classroom, provided new techniques, reminded them of old favorites, and provided opportunities for supplementing or modifying (Baumann & Heubach). 23
Hoffman, McCarthey, Elliott, Bayles, Price, Ferree and Abbott (1998) discovered the teacher is still the primary source of instruction and their attitude toward the adopted material plays an important role. In the study of basal readers in the state of Texas, the questions the researchers wanted to answer were related to the implementation of the new reading series and the effect on student growth in reading. The first year of the study established the baseline for the researchers. The second year provided insight as to changes in teacher practices. Some of the teachers in the study used the newly adopted basal readers while other continued to use the literature or skill only approach. There were also teachers who used the basal and supplemented.
The researchers noted none of the teachers indicated any change in educational philosophy as it related to reading instruction. The overall conclusion returned to the role of the teacher impacting the learning in environment more than the tool (Hoffman, et al.).
While the first two articles in this section focused on the use of the basal text and the attitudes of the teachers, the last article discusses the analysis of basal text. Moss and Newton
(2002) analyzed the structure of the text. They analyzed six of the current basal readers in terms of informational and narrative text. The texts were analyzed base on numerous criteria including percentage of pages and selections. Three raters were used to establish the results. The researchers also looked at the amount of text devoted to biographies, poetry, and plays. In the overall findings, the results indicated a range of 15% in the Silver Burdett Ginn series to a high of 24% in Harcourt Brace when calculating percentage of informational literature in the second grade reader. The findings indicated a lack of informational text at the grade levels analyzed. The basals analyzed were narrative text driven (Moss & Newton).
Summary 24
Motivation has been examined through numerous studies and by tools such as surveys.
The concept of self-efficacy as related to the student is central to the learning process. Students need to feel capable of reading. Students with a strong feeling of self-efficacy are confident when presented an academic task. These students are able to self-regulate and adjust learning based on experiences. Students who do not have a strong feeling of self-efficacy tend to withdraw from tasks and academically challenging situations. If the teacher provides the students with low self- efficacy challenges beyond their ability, the motivation of the learner will be directly impacted.
Once motivation declines, the teacher’s role becomes more important.
The interests of boy readers include science fiction, scary stories, cartoon/comics, animal, sports, adventure, and humorous stories. Boys, who are able to choose their own reading material, demonstrate an increased positive attitude toward reading (Guthrie, McRae & Klauda,
2007). Considering the basal reader is a primary tool used by the classroom teacher for instructional purposes, students who have low self-efficacy and motivation may find the material uninteresting. While the teachers indicate they do feel freedom to supplement the basal, the content of the basal is not variable. If teachers do use the entire basal as designed, the last mentioned study indicated a difference in amount of informational and narrative text. Ultimately, boy readers may be at a disadvantage because of the design of the basal reader.
25
CHAPTER III. METHODS AND PROCEDURES
As indicated by the Baumann and Heubach (1996), teachers rely on the basal reader as a primary source of instruction, but are able to supplement. If the basal was the primary text used, the content of the textbooks should be of interest to both boy and girl readers. According to the literature review, boy readers are interested in science fiction, scary stories, cartoon/comics, animals, sports, adventure and humorous stories. Boys also like to read collections of books.
They enjoyed reading stories about boys more than stories about girls (Smith & Wilhelm, 2002).
The research question to be addressed by this investigation was: To what extent are second and third grade basal readers providing male readers with interesting material? This chapter explains the methods and materials used in this investigation.
Methods
Research Design
A content analysis of the second and third grade basal reading series was conducted for one part of this investigation. The researcher analyzed the content of second and third grade readers based on definitions of genre and themes. The content was analyzed based on the list of boy interests based on the literature review and a list of genre found in second and third grade readers. The researcher developed a tool (see Appendix A) and used it for all of the texts. The content analysis necessitated the development a spreadsheet for recording the data. The selections of stories were read in all the analyzed text and corresponding squares on the spreadsheet were marked to record genre, themes and characters. The researcher used the data collected to calculate averages. The data included genre and theme totals. The content was also analyzed according to lead character. The research supplied the researcher with quantitative data to use for analysis. 26
Data Sources
Three reading textbooks recommended for adoption by school districts in the midwest, and published by major education publishers were the data sources for this investigation. For the purpose of this study, the researcher used the 2008 student editions of Harcourt School
Publishers, and Scott Foresman, and the 2005 student editions of SRA/McGraw-Hill. The grade levels analyzed were second and third. The Harcourt series was entitled Storytown, Scott
Foresman was entitled Reading Street, and SRA/McGraw-Hill was entitled Open Court. Each of the three series had two readers for each grade level for a total of 12 texts. Each grade level contained six units. The researcher used a tool to analyze the content of the selections. The tool listed definitions for each of the genre and themes. The definitions were based on the Scott
Foresman series, Buss and Karnowski (2000), Pinnell and Fountas (2007) and Webster’s
Encyclopedic Unabridged Dictionary. Appendix A contains the tool with genre and themes and definitions used to categorize the genre.
Instrumentation
Spreadsheets were used to collect data for this investigation. A separate spreadsheet was designed for the recording and calculating. One spreadsheet was used for the second grade text analysis (see Appendix B) while the same format was applied to the third grade text. The instrument was a spreadsheet with titles listed on the left column and genre, themes and characters across the top row. The selections were listed in sequential order with the first selection in the first unit and proceeding to the last selection in unit six. The second column was used to record the number of pages for the selection. The researcher marked the spreadsheet with the number one in the corresponding space when analyzing. The researcher marked only one genre for each selection and all themes that applied. The main character was marked for fictional 27 selections. The researcher duplicated the selection pages and replaced the number one with the corresponding number of pages. The process was the same for the three series and the two grade levels. The last portion of the study used the recorded data to compare the occurrence of genre to the research based interests of boys in reading within series and across grade levels.
Procedures
Three basal reading series were selected for this investigation. The rationale for selecting these three series was to provide the researcher with data to analyze when answering the research question posed. Two of the series were published in 2008 and the third 2005. After acquiring the basal text, several steps were followed to collect data to ensure the research question could be answered.
The researcher acquired the basal text as the first step in the process. The second step in this investigation was to create the spreadsheets for data collection. A spreadsheet was developed for each of the grade levels and each of the series for a total of six spreadsheets. The spreadsheet included the genre, themes and character analysis titles in the top row. The researcher recorded the titles of the selections beginning with unit one and listing the selections in sequential order in the first column on the left side of the page. The next step was to record in the column next to the title the number of pages for each selection. The researcher did not use the table of contents. The researcher counted the actual pages. The next step involved reading the selections. After reading each selection, the researcher marked on the spreadsheet the genre used, any themes present, and the main character if a fictional selection. The researcher followed this procedure for each of the series and grade levels. The next step included duplicating each of the spreadsheets and replacing the number one with the corresponding page count for the selection. The researcher totaled the columns for each of the spreadsheets and figured the percentage based on total selections or 28 pages depending on spreadsheet. The averages were rounded to the nearest whole number and recorded in a table. The researcher had tables with selection and page averages to use when analyzing the test based on the interests of boy readers. The analyzing was within publisher and across grade level. The data was informally compared to the list generated regarding boys’ interests.
After all the data were recorded, the spreadsheets were analyzed for trends and themes.
Information gleaned from the data analysis was related to the literature review to answer the research question related to the match between boys’ interests and basal series story content.
Data Collection
Several types of data were collected to enable the research question to be answered. The same data were collected for both the second and third grade text for each of the three basal series. Using spreadsheets for data collection purposes, the researcher first identified the number of pages for each story to be able to analyze the portion of each text dedicated to various types of genre and characters. Data were also collected regarding the content of the stories and the appropriate genre based on the genre descriptions (see Appendix A). Finally, the stories were re- examined to identify the main character and gender of the main characters. The main character and gender information were recorded on the spreadsheet.
After all the data were recorded, the spreadsheets were analyzed for trends and themes.
Information gleaned from the data analysis was compared to the literature review to answer the research question related to the match between boys’ interests and basal series story content.
Data Analysis
After the researcher compiled the quantitative data, the researcher used the data to informally compare the occurrence of genre and themes to the research based interests of boys in 29 reading. The initial informal comparison was based on genre and male interests. The researcher used percentages for the initial informal comparison. The researcher recorded the difference within the publisher’s texts in grade two and three. The calculated percentage was the number used for the informal comparison. This informal publisher comparison will occur for all three series.
The researcher collected data from the three publishers at the second grade level for the purpose of an informal comparison of the occurrence of genre to the research based interests of boys in reading. The researcher compiled the percentages listed. The researcher completed this process for the third grade basal texts used for the study. The study used the tables created after the data collection and averages to analyze trends within publishers. The researcher looked for differences within the publisher. The amount of text that would be of interest to boy readers was also analyzed. The researcher was able to determine if the second and third grade books within publishers were consistent. The researcher analyzed the content to determine if the publisher was consistent in offerings that would be of interest to boy readers when analyzing the second and third grade basal. The researcher used the grade level charts to analyze the content of the three publishers at grade level. The content was analyzed using the list of interests of boy readers. The researcher looked for trends and compatibility when using the list of interests of boy readers. The researcher analyzed to determine if one series would be of interest to boy readers more than the others.
Summary
The purpose of Chapter III was to explain the methods and procedures used in this investigation. Three basal series were examined to identify characteristics of the story content in the second and third grade books. Specific data collected included: number of pages for story, 30 content of story, genre of story, and characterization for each story. Once these data points were collected, an analysis of the data compared the information collected with that collected during the literature review of boys’ interests. The data were collected to answer the research question, which was: To what extent are second and third grade basal readers providing male readers with interesting material?
31
CHAPTER IV. DATA ANALYSIS AND DISCUSSION OF RESULTS
Male readers are disengaged readers within the classroom (Tyre, 2008). Since the main vehicle by which teachers provide reading instruction is through basal readers, it is important to understand the characteristics of basal reading series as they related to boys’ reading attitudes and interests. The purpose of this investigation was to answer the following question: To what extent are second and third grade basal readers providing male readers with interesting material?
Data Analysis
Within Publisher
Harcourt Second Grade
Genre. When examining the data as it relates to genre, 28% of the selections in the second grade reader were fiction with 13% realistic fiction, 9% animal fantasy, 4% folk tales, and 2% fables. Expository nonfiction comprised 23% of the selections. The other genres included 6% biography, 11% play, 15% poetry, and 2% essay (see Appendix D).
In the second grade reader, 49% of the counted pages were fiction with 24% realistic fiction, 18% animal fantasy, 8% folk tales, and less than 1% fables. Expository nonfiction comprised 24% of the pages. The other genres included 8% biography, 10% play, 2% poetry, and less than 1% essay when examining the page totals (see Appendix D).
Themes. An examination of the themes of the second grade reader showed that 45% of the stories were animal stories. Six percent of the stories were sports, while 8% humorous and
8% were adventure. There were no scary stories. When examining page numbers, 51% of the pages were animal stories, 6% sports, 22% humorous and 9% adventure. There were no pages with scary stories (see Appendix D). 32
Characters. Based on the total number of the fiction selections, 17% contained a male lead character. If pages were analyzed, 24% of the total pages in the book contained male lead characters (see Appendix D).
Harcourt Third Grade
Genre. In the third grade reader, 30% of the selections were fiction with 11% realistic fiction, 4% animal fantasy, 4% historical fiction, 2% fairy tales, 5% folk tales, and 4% fables.
Expository nonfiction comprised 27% of the selections. The other genres included 2% biography, 11% play, 16% poetry, 0% essay, 2% science fiction and 0% comic and cartoon (see
Appendix E).
Using page totals, 45% of the page totals were fiction with 19% realistic fiction, 6% animal fantasy, 8% historical fiction, 3% fairy tales, 7% folk tales, and 2% fables. Expository nonfiction comprised 33% of the pages. The other genres included 3% biography, 13% play, 3% poetry, 0% essay, 2% science fiction and 0% comic and cartoon when examining the page totals
(see Appendix E).
Theme. The themes of the third grade reader included 35% animal, 5% sports, 11% humorous and 15% adventure when examining the total number of selections. There were no scary stories. When examining page numbers, the themes of the second grade reader were 35% animal, 5% sports, 16% humorous and 20% adventure. There were no scary stories (see
Appendix E).
Characters. Based on the total number of selections, 13% of the stories contained a male lead character. When examining the total number of pages, 16% of the pages focused on male lead characters (see Appendix E).
33
Scott Foresman Second Grade
Genre. In the second grade reader, 31% of the selections were fiction with 21% realistic fiction, 5% animal fantasy, 0% historical fiction, 0% fairy tales, 3% folk tales, and 2% fables.
Expository nonfiction comprised 28% of the selections. The other genres included 2% biography, 3% play, 11% poetry, 0% essay, 0% science fiction and 0% comic and cartoon (see
Appendix F).
In the second grade reader, 54% of the page totals were fiction with 34% realistic fiction,
9% animal fantasy, 0% historical fiction, 0% fairy tales, 7% folk tales, and 4% fables. Expository nonfiction comprised 27% of the pages. The other genres included 4% biography, 4% play, 4% poetry, 0% essay, 0% science fiction and 0% comic and cartoon when examining the page totals
(see Appendix F).
Theme. The themes of the second grade reader included 5% scary, 30% animal, 8% sports, 10% humorous and 16% adventure when examining the total number of selections. When examining page numbers, the themes of the second grade reader were 8% scary, 33% animal, 7% sports, 16% humorous and 28% adventure (see Appendix F).
Characters. Based on the total number of selections, 13% contained a male lead character. An examination of the total number of pages revealed that 23% of the pages were devoted to male lead characters (see Appendix F).
Scott Foresman Third Grade
Genre. In the third grade reader, 33% of the selections were fiction with 18% realistic fiction, 3% animal fantasy, 1% historical fiction, 5% fairy tales, 3% folk tales, and 3% fables.
Expository nonfiction comprised 14% of the selections. The other genres included 3% 34 biography, 1% play, 27% poetry, 0% essay, 0% science fiction and 0% comic and cartoon. There were other selections that comprised 24% (see Appendix G).
In the third grade reader, 58% of the page totals were fiction with 38% realistic fiction,
4% animal fantasy, 2% historical fiction, 7% fairy tales, 4% folk tales, and 3% fables. Expository nonfiction comprised 17% of the pages. The other genres included 5% biography, 2% play, 7% poetry, 0% essay, 0% science fiction and 0% comic and cartoon when examining the page totals
(see Appendix G).
Themes. The themes of the third grade reader included 13% animal, 3% sports, 6% humorous and 3% adventure when examining the total number of selections. There were no scary stories. When examining page numbers, the themes of the second grade reader were 16% animal, 3% sports, 13% humorous and 6% adventure. There were no scary stories (see Appendix
G).
Characters. Based on the total number of selections, 12% contained a male lead character. The total percent of pages dedicated to male leading characters was 23% (see
Appendix G).
SRA/McGraw-Hill Second Grade
Genre. In the second grade reader, 44% of the selections were fiction with 21% realistic fiction, 15% animal fantasy, 6% historical fiction, 2% fairy tales, 8% folk tales, and 0% fables.
Expository nonfiction comprised 23% of the selections. The other genres included 2% biography, 0% play, 23% poetry, 0% essay, 0% science fiction and 0% comic and cartoon (see
Appendix H).
In the second grade reader, 55% of the page totals were fiction with 32% realistic fiction,
14% animal fantasy, 7% historical fiction, 2% fairy tales, 10% folk tales, and 0% fables. 35
Expository nonfiction comprised 28% of the pages. The other genres included 3% biography, 0% play, 2% poetry, 0% essay, 0% science fiction and 0% comic and cartoon when examining the page totals (see Appendix H).
Theme. The themes of the second grade reader included 13% scary, 35% animal, 0% sports, 4% humorous and 27% adventure when examining the total number of selections. When examining the percent of pages dedicated to these themes, the results show 17% scary, 32% animal, 0% sports, 4% humorous and 34% adventure (see Appendix H).
Characters. Based on the total number of selections, 6% contained a male lead character.
The percent of pages dedicated to male lead characters was 9% (see Appendix H).
SRA/McGraw-Hill Third Grade
Genre. In the third grade reader, 52% of the selections were fiction with 35% realistic fiction, 4% animal fantasy, 2% historical fiction, 2% fairy tales, 5% folk tales, and 4% fables.
Expository nonfiction comprised 11% of the selections. The other genres included 4% biography, 2% play, 33% poetry, 0% essay, 0% science fiction and 2% comic and cartoon (see
Appendix I).
In the third grade reader, 68% of the page totals were fiction with 52% realistic fiction,
3% animal fantasy, 2% historical fiction, 2% fairy tales, 7% folk tales, and 2% fables. Expository nonfiction comprised 12% of the pages. The other genres included 4% biography, 4% play, 9% poetry, 0% essay, 0% science fiction and 3% comic and cartoon when examining the page totals
(see Appendix I).
Theme. The themes of the third grade reader included 2% scary, 22% animal, 2% sports,
4% humorous and 11% adventure when examining the total number of selections. When 36 examining page numbers, the themes of the second grade reader were 4% scary, 22% animal, 2% sports, 4% humorous and 19% adventure (see Appendix I).
Characters. Based on the total number of selections, 20% contained a male lead character. With respect to the percent of pages dedicated to male characters, a total of 28% were dedicated to males (see Appendix I).
Within Grade
Grade Two Genre
When examining genre, data were divided into fiction and non-fiction. Included with fiction was: realistic, animal fantasy, historical, fairy tales, folk tales, and fables. The
SRA/McGraw Hill series contained the highest percentage of fiction selections (44%), followed by Scott Foresman (31%) and then Harcourt (28%) of the selections (see Table 1).
Table 1
Analysis of Fiction and Non-Fiction in Three Second Grade Basal Reading Series
Fiction Non‐Fiction
Harcourt 28% 23%
Scott Foresman 31% 28%
SRA/McGraw Hill 44% 23%
Expository nonfiction comprised 23% of the selections in Harcourt, 28% in Scott Foresman, and
23% in SRA/McGraw Hill.
Other genres were represented in each of the three series. Poetry seemed to be the most frequently used (see Table 2).
37
Table 2
Analysis of Other Genres in Three Second Grade Basal Reading Series
Biography Play Poetry Essay Science Comic
Fiction Cartoon
Harcourt 6% 11% 15% 2% 0% 0%
Scott Foresman 2% 3% 11% 0% 0% 0%
SRA/McGraw Hill 2% 0% 23% 0% 0% 0%
In terms of the percentage of pages dedicated to particular genre types, 49% of the pages in the Harcourt basal were fiction; 54% of the pages in Scott Foresman were fiction, and 55% of the pages in SRA/McGraw Hill were fiction. Expository nonfiction comprised 24% of the pages in Harcourt, 27% in Scott Foresman, and 28% in SRA/McGraw Hill. The most frequent other genres were 8% biography (8%), plays (10%), and poetry in Harcourt. In Scott Foresman, the most frequently occurring other genres were biography (4%), poetry (4%), and plays (4%). The only other genres included in the SRA/McGraw Hill book was 2% biography (2%) (see
Appendix J).
Grade Two Themes
The most frequently occurring themes of the Harcourt second grade reader included animals (45%), humorous (8%), adventure (8%) and sports (6%), when examining the total number of selections. Scott Foresman selection totals were 30% animal, 16% adventure, 10% 38 humorous, 8% sports, and 5% scary. SRA/McGraw Hill’s most frequently included themes were
35% animal, 27% adventure, 13% scary, and 4% humorous (see Table 3).
Table 3
Percent of Selections in Three Second Grade Basal Series by Themes
Second Grade Scary Animal Sports Humorous Adventure
Harcourt 0% 45% 6% 8% 8%
Scott Foresman 5% 30% 8% 10% 16%
SRA/McGraw-Hill 13% 35% 0% 4% 27%
When reporting themes by the number of pages devoted to each theme, a total of 51% of the Harcourt second grade reader related to animal themes; 6% were sports; 22% were humorous and 9% adventure. Scott Foresman selections were scary (8%), animal (33%), sports (7%), humorous (16%) and adventure (28%); SRA/McGraw Hill selection totals were 17% scary, 32% animal, 0% sports, 4% humorous and 34% adventure (see Table 4).
Table 4
Percent of Pages Devoted to Themes in Three Second Grade Basal Readers
Second Grade Scary Animal Sports Humorous Adventure
Harcourt 0% 45% 6% 8% 8%
Scott Foresman 8% 33% 7% 16% 28%
SRA/McGraw-Hill 17% 32% 0% 4% 34%
39
Grade Two Characters
Based on the total number of stories in the second grade Harcourt reader, 17% contained a male lead character, which included 24% of the total number of pages of text. Of the Scott
Foresman selections, 13% included a male lead, which translated to 23% of the pages in the text.
The SRA/McGraw Hill selections had 6% of its stories with male leads, which encompassed 9% of the text (see Appendix J).
Grade Three Genre
When examining genre, data were divided into fiction and non-fiction. Included with fiction was: realistic, animal fantasy, historical, fairy tales, folk tales, and fables. The
SRA/McGraw Hill series contained the highest percentage of fiction selections (52%), followed by Scott Foresman (33%) and then Harcourt (30%) of the selections (see Table 5).
Table 5
Analysis of Fiction and Non-Fiction in Three Third Grade Basal Reading Series
Fiction Non‐Fiction
Harcourt 30% 27%
Scott Foresman 33% 14%
SRA/McGraw Hill 52% 11%
Within the other genre, poetry was the highest percentage in each of the series. The percentages were based on selection totals (see Table 6). 40
Table 6
Analysis of Other Genres in Three Third Grade Basal Reading Series
Biography Play Poetry Essay Science Comic
Fiction Cartoon
Harcourt 2% 11% 16% 0% 2% 0%
Scott Foresman 3% 1% 27% 0% 0% 0%
SRA/McGraw Hill 4% 2% 33% 0% 0% 2%
Harcourt included 30% of the pages fiction with Scott Foresman 58% and SRA/McGraw
Hill 68%. Expository nonfiction comprised 27% of the pages in Harcourt, 17% in Scott
Foresman, and 12% in SRA/McGraw Hill. The other genres included 2% biography, 11% play,
16% poetry, 0% essay, 2% science fiction and 0% comic and cartoon in Harcourt. The other genres included 5% biography, 2% play, 7% poetry, 0% essay, 0% science fiction and 0% comic and cartoon in Scott Foresman. The other genres included 4% biography, 4% play, 9% poetry,
0% essay, 0% science fiction and 3% comic and cartoon in SRA/McGraw Hill. The percentages were based on page totals (see to Appendix J).
Grade Three Themes
The themes of the Harcourt third grade reader included 0% scary, 35% animal, 5% sports, 11% humorous and 15% adventure when examining the total number of selections. Scott
Foresman selection totals were 0% scary, 13% animal, 3% sports, 6% humorous and 3% adventure with SRA/McGraw Hill included 2% scary, 22% animal, 2% sports, 4% humorous and
11% adventure (see Table 7). 41
Table 7
Percent of Selections in Three Third Grade Basal Series by Themes
Third Grade Scary Animal Sports Humorous Adventure
Harcourt 0% 35% 5% 11% 15%
Scott Foresman 0% 13% 3% 6% 3%
SRA/McGraw- 2% 22% 2% 4% 11%
Hill
When examining page numbers, the themes of the Harcourt second grade reader were 0% scary, 35% animal, 5% sports, 16% humorous and 20% adventure. Scott Foresman selections were 0% scary, 16% animal, 3% sports, 13% humorous and 6% adventure; SRA/McGraw Hill selection totals were 4% scary, 22% animal, 2% sports, 4% humorous and 19% adventure (see
Table 8).
Table 8
Percent of Pages Devoted to Themes in Three Third Grade Basal Series
Third Grade Scary Animal Sports Humorous Adventure
Harcourt 0% 35% 5% 11% 15%
Scott Foresman 0% 13% 3% 6% 3%
SRA/McGraw- 2% 22% 2% 4% 11%
Hill
42
Grade Three Characters
Based on the total number of selections in the second grade Harcourt reader, 13% contained a male lead character and 16% when examining the total number of pages. Scott
Foresman selection totals included 12% male lead and 23% based on pages. SRA/McGraw Hill selection totals included 20% male lead and 28 % based on pages (see Appendix K).
Within Literature
The literature indicates boys like to read science fiction and comics/cartoons. Themes of interest include scary, animal, sports, adventure, and humorous (Coles & Hall, 2002; Merisuo-
Storm, 2006; Smith & Wilhelm, 2002; Worthy, Moorman, & Turner, 1999). There was a strong dislike for poetry as Merisuso-Storm indicated. Boys are interested in stories with male lead characters. From the Smith and Wilhem profile of male readers, boys enjoy reading stories about boys more than girls.
Discussion of Results
The purpose of this investigation was to answer the following question: To what extent are second and third grade basal readers providing male readers with interesting material? This section will discuss the results of the study based on the characteristics of genre, theme, and characters.
According to the data collected, the publishers were limited in the types of boy-friendly genre presented in the books. Genres were primarily limited to fiction and nonfiction at both the second and third grade levels (see Tables 1, 2, 5, 6). All three series had poetry and biographies included at both the second and third grade level. At the second grade level, two of the three series included plays and one series included an essay (see Table 2). None of the second grade 43 selections included science fiction or comics/cartoons, while only one third grade series included comic/cartoons, and a different series included science fiction (see Table 6).
According to the data collected, the publishers were better in providing themes of interest to boys rather than genre. The most frequently occurring theme in the second grade readers was animals, followed by adventure stories and humorous stories (see Tables 3 and 4). Two of the three series included a sports story and two of the three contained a scary story. At the third grade level, the results were very similar (see Tables 7 and 8). The animal theme occurred most frequently, followed by adventure, humor, and sports. One series included a scary story.
According to research, themes of interest to boys included scary stories, animals, sports, adventure, and humor.
With respect to the characterization, the research suggests that boys like to read stories where boys are main characters. The data from this investigation would suggest that boys are not being provided with the opportunity to see themselves in lead character roles. In the second grade books reviewed, boys were main characters in 17% (Harcourt), 13% (Scott Foresman), and
6% (SRA/McGraw Hill) of the stories. At the third grade level, boys were main characters in
13% (Harcourt), 12% (Scott Foresman) and 20% (SRA/McGraw Hill) of the stories.
Summary
Chapter IV presents the data that were collected and analyzed for this investigation. The three basals series were examined by published and by grade level to answer the research question: To what extent are second and third grade basal readers providing male readers with interesting material? The basal readers were examined for their genre, themes, and characters to determine whether boys’ interests and needs as identified in the literature were being met in the three popular basal series. 44
With respect to genre, the basal series do not appear to be boy-friendly. The majority of the selections were classified as either fiction or non-fiction. All series had poetry, known to be less appealing to boys. In all the materials reviewed only one science fiction selection and one comic/cartoon selection were noted. These two genres are of high interest to boys.
Thematically, boys faired a bit better as animal and adventure stories appeared most frequently in the basal readers. Some humorous stories were included. Conspicuously absent were scary stories and sports stories.
When male lead characters are examined, it is evident that the books do not present young boys with characters known to be of interest to them. Only one publisher reached 20% of the stories with a male lead character and that was only in the third grade materials.
Based on the data obtained from the review of literature and the results of this investigation, it would appear that the basal readers are not providing boys with materials to read that are of interest to them. The lack of science fiction, comic/cartoon selections, and male lead characters could contribute to the lack of interest that boys experience during reading instruction. 45
CHAPTER V. SUMMARY, CONCLUSIONS, RECOMMENDATIONS
Male readers are disengaged readers within the classroom (Tyre, 2008). Since the main vehicle by which teachers provide reading instruction is through basal readers, it is important to understand the characteristics of basal reading series as they related to boys’ reading attitudes and interests. The purpose of this investigation was to answer the following question: To what extent are second and third grade basal readers providing male readers with interesting material?
This chapter provides a summary of the investigation, and then presents conclusions that can be drawn from the story. Finally, recommendations are presented.
Summary
The interests of boy readers include science fiction, scary stories, cartoon/comics, animal, sports, adventure, and humorous stories. The dislikes of boy readers include poetry and fairy tales. Boys, who are able to choose their own reading material, demonstrate an increased positive attitude toward reading (Guthrie, McRae & Klauda, 2007). Considering the basal reader is a primary tool used by the classroom teacher for instructional purposes, students who have low self-efficacy and motivation may find the material uninteresting. While the teachers indicate they do feel freedom to supplement the basal, the content of the basal is not variable. Ultimately, boy readers may be at a disadvantage because of the design of the basal reader.
Conclusions The basal reading series that were investigated are not boy–friendly. The list of interests of boy readers (Cole & Hall, 2002; Merisuo-Storm, 2006; National Foundation for Educational
Research, 2008; Smith & Wilhelm, 2002) included science fiction, comic/cartoon, scary and sports selections. From the list generated regarding the interests of boys, none of the three series included science fiction and comic/cartoon selections to any great degree. Scary stories were very limited in the series. Sports stories were less than 10% in all of the analyzed texts. Boys do 46 not appear frequently in lead character roles in the basal series. Smith and Wilhelm (2002) indicated boys enjoyed reading stories about boys more than stories about girls.
Boys’ attitudes toward reading could be a result of being forced to read materials that are not of interest to boys. Millard’s (1997) findings indicated an emphasis on narrative reading in early instruction and genre selection was limited within the classroom. The examined texts contained a large amount of narrative text ranging from 30% of the total page count in Harcourt grade three to 68% of the total page count in SRA/McGraw-Hill in third grade. While Harcourt did offer less narrative text at third grade, the publisher did not offer any science fiction or comic/cartoon selections. Smith and Wilhelm (2002) indicated boys take longer to learn to read than girl. Boys value reading less than girls (Smith & Wilhelm). Wilson’s and Trainin’s (2007) study concluded there was a strong correlation between self-efficacy and perceived competence.
If boy readers take longer to read and don’t value reading like girls, texts containing selections that are not of interest may impact attitudes and motivation.
Balance within the text would appeal to all audiences; however, none of the series were balanced in offerings. Cavazos-Kottke (2005) found boys responded positively when the teacher removed all restrictions in selecting materials. Text needs to be selected carefully (Neu &
Weinfeld, 2007). Boys may benefit from balance within a text. The texts examined contained some variety; SRA/McGraw-Hill offered 68% of the pages in narrative genre. The remaining pages could have contained pages of interest to boys but they didn’t.
No one series appeared to be better than the other two when it came to being boy- friendly. While each series contained some selections with themes of interest to boys, none of the series were consistent in offering a variety. Harcourt in the third grade text contained 35% animal selections that would be of interest to boys but only 5% sport and no scary selections. The 47 list of interests of boys readers does not consider the individual interests of boys. Using the
Harcourt third grade text, a boy reader who does not like animal selections but enjoys sports selections would not find more than 5% of the selections of interest. If the text was used throughout the school year, the boy reader who liked sports stories would have very little of interest.
Recommendations
Publishers
When developing texts to recommend for adoption by local districts, publishers should be encouraged to examine the trends in motivation for boy readers and interests. Considering the lack of material of interest to boy readers present in the texts examined, publishers are not addressing the interests of boy readers. When examining the 2008 texts, the publishers are offering more genres identified as other. The other genres were not to be labeled as material boys would be interested in reading. Publishers should examine the content of the text. While offering a text of interest to boys only would not be appropriate, a balance of selections based on the interests of boys would be appropriate. Publishers take the time to align text to state standards so further examination of content could be added. The text could be sampled by students and surveyed for aesthetic responses. The gathered information could aid in the revision process in which the final product would be balanced and of interest to all readers. By offering districts a series aligned with state standard that includes motivating selections, the publishers would offer the best possible for all. Students would enjoy the material and want to read while instruction would be aligned with the state mandates. 48
Reflection
Each educator should examine personal practices. The researcher examined pasted personal practices as related to the basal and instructional use. Often the only text set for an entire class would be the basal as was in the case of the researcher. The question of practice became important to the researcher during the examination. Do teachers only select stories of interest to them? Do teachers spend more time on stories they like at the expense of the boys in the classroom? The researcher, after consideration, discovered some personal practices that encouraged the interests of boy readers but some that could discourage. The researcher used the basal less and less with more classroom experience. The basal also became an opportunity for whole group instruction and fluency modeling. The practice of daily self-selected reading addressed the interest of all readers including the boys.
Teachers
When examining a text for adoption, the examiner should be encouraged to analyze the content beyond the readability and alignment with state standards. After initial analysis of content based on selection, the readers appear to offer balance in text selection. The amount of fiction is balanced with the nonfiction selections. Teachers need to analyze beyond the selection portion. The amount of pages in the text reveals the actual amount of genre.
Teachers, who use the basal, need to examine individual practices. While the readers are not completely void of material of interest to boy readers, the amount of time spent on individual selections may impact the attitudes of boys. Teachers who spend the majority of instructional time using the basal text will need to examine content in detail. How teachers present the material may also be of impact to boys. If the material is presented in a shared reading experience, where all children are reading a similar text, the impact may be different than in a 49 guided reading setting. The format of the basal often contains a long fictional selection followed by a shorter selection from another genre. While the selections vary in number of pages, teachers need to analyze days spent on the various selection and the impact on learners. Could the number of pages send a message to boy reader that fictional selections are more important and require more time and the other genres are extra and fit in at the end of the week? They should also examine the supplemental materials used to compliment the basal. Do they supplement fictional selections and nonfiction equally? If teachers opt to use trade books or leveled guided readers, the content of the selected material should be evaluated as it relates to boys’ interests. It is possible to balance the amount of fiction in the text by providing equal amounts of interest-based material for boys.
The classroom teacher should also examine the amount of instructional time using the basal. While boys’ interests have been documented, boys also recognize and have the ability to separate the required reading from pleasure. Teachers need to examine the total instructional time devoted to required text and self-selected text. The interests of boys may be addressed by providing appropriate interest based material for self-selected reading.
The 2008 editions of Harcourt and Scott Foresman included more genre identified as other. Some examples were reading a web page and advertisements. Teachers need to examine the selections like the above mentioned and determine if authentic examples would meet the needs of the students adequately. It would appear the publishers are attempting to address emerging media literacy and teachers need to carefully evaluate the selections.
Boy readers have identified poetry as a strong dislike. When examining a basal for adoption, teachers should carefully consider the content of the poetry as it relates to boy readers.
What could be considered humorous by an adult evaluator might not be for a boy reader. It 50 would be recommended to ask boy readers to evaluate the poetry before selection. Tracking opinions concerning selections, especially poetry, could impact instruction and might make the text more useful within the classroom setting.
Boys are able to suspend attitude when in a testing situation (Hollingsworth & Reutzel,
1990). Teachers need to examine how the basal is presented for instructional purposes. If teachers present the material and encourage boys to suspend attitudes, they need to offer time and material to encourage aesthetic responses. Teachers need to be selective in instructional practices.
Further Research
The practices of the classroom teacher can directly impact the attitudes of readers. By presenting text of interest, would boy readers become motivated and engaged readers? This study did not examine the practices of teachers using a basal series as the primary tool of reading instruction.
The researcher also did not analyze the content of leveled guided readers some teachers are using in place of the basal series. Are leveled guided readers more aligned with the interests of boy readers than the basal? Are leveled guided readers a tool designed to address instructional concerns with the basal and not the interest and motivational issues? How do students compare in a leveled guided reading program in terms of motivation to students in a traditional basal classroom?
Summary
Could the content of the basal readers be contributing to the declining positive attitude toward reading that boys experience? The researcher did not reach a definitive answer to this question. After analyzing the content of three basal readers at grades two and three, the 51 researcher concluded there is not one series better aligned to the interest of boy readers than the others. While each of the readers at each grade level provided some material of interest to boy readers, there was not one for recommendation. One basal might offer a variety of humorous stories with male lead characters but no sports or adventures selections. If the basal is one tool used in traditional classrooms, perhaps the use of the basal should be explored. The impact of the basal could be related to the emphasis on instructional practices. This study focused entirely on the content of the reader. It did not consider the readability of the basal as it related to students or the instructional practices of the classroom teacher.
52
REFERENCES
Bandura, A. (1997). Self-efficacy. Harvard Mental Health Letter, 13(9), 4. Retrieved November
2, 2008, from Academic Search Complete database.
Baumann, J., & Heubach, K. (1996). Do basal readers deskill teachers? A national survey of
educators' use and opinions of basils. Elementary School Journal, 96, 511-526.
Retrieved September 28, 2008, from Academic Search Complete database.
Brozo, W. (2002). To be a boy, to be a reader. Newark, DE: International Reading Association.
Buss, K., & Karnowski, L. (2000). Reading and writing literary genres. Newark, DE:
International Reading Association.
Cavazos-Kottke, S. (2005). Tuned out but turned on: Boys' (dis)engaged reading in and out of
school. Journal of Adolescent & Adult Literacy, 49, 180-184. Retrieved November 16,
2008, doi:10.1598/JAAL.49.3.1
Coles, M., & Hall, C. (2002). Gendered readings: learning from children’s reading
choices. Journal of Research in Reading, 25, 96-108. Retrieved November 26, 2008,
from Academic Search Complete database.
Dahlhauser, J., (2003). Motivating boys as beginning readers. Teacher Librarian, 30 (3),
29-31. Retrieved March 15, 2009, from Academic Search Complete database.
Guthrie, J., McRae, A., & Lutz Klauda, S. (2007). Contributions of concept-
oriented reading instruction to knowledge about interventions for motivations
in reading. Educational Psychologist, 42, 237-250. Retrieved October 10, 2008,
doi:10.1080/00461520701621087
53
Hoffman, J., McCarthey, S., Elliott, B., Bayles, D., Price, D., Ferree, A., & Abbott, J. (1998,
April). The literature-based basals in first-grade classrooms: Savior, Satan, or same-old,
same-old?. Reading Research Quarterly, 33, 168. Retrieved September 30, 2008, from
Academic Search Complete database.
Hollingsworth, P., & Reutzel, D. (1990). Prior knowledge, content-related attitude,
reading comprehension: Testing Mathewson 's affective model of reading. Journal of
Educational Research, 83, 194-199. Retrieved November 30, 2008, from Academic
Search Complete database.
Horton, R. (2005). Boys are people too: Boys and reading, truth and misconception.
Teacher Librarian, 33, 30-32.
Hughes-Hassell, S., & Rodge, P. (2007). The leisure reading habits of urban adolescents. Journal
of Adolescent & Adult Literacy, 51, 22-33. Retrieved October 23, 2008, from Academic
Search Complete database.
Kelly, P. (2007). Boys, books, blokes and bytes. APLIS, 20, 72-83.
Retrieved October 9, 2008, from Academic Search Complete database.
Koskinen, P., & McCarthey, S. (1995). The new basals: How are they different?.
Reading Teacher, 49, 72-75. Retrieved November 28, 2008, from Academic Search
Complete database. 54
Lingo, S. (2007). The all guys book club: Where boys take the risk to read. Library
Media Connection, 25 (7), 24-28. Retrieved November 28, 2008, from Academic Search
Complete database.
Linnebrink, E., & Pintrich, P. (2003). The role of self-efficacy beliefs in student
engagement and learning in the classroom. Reading & Writing Quarterly, 19, 119-137.
Liska, A., Felson, R., Chamlin, M., & Baccaglini, W. (1984). Estimating attitude-
behavior reciprocal effects within - A theoretical specification. Social Psychology
Quarterly, 47, 15-23. Retrieved November 30, 2008, from Academic Search Complete
database.
Liska, A. (1974). Emergent issues in the attitude-behavior consistency controversy.
American Sociological Review, 39, 261-272. Retrieved November 30, 2008, from
Academic Search Complete database.
Mathewson, G. C. (1994). Model of attitude influence upon reading and learning to read.
In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of
reading: 4th Edition (pp. 1131-1161). Newark, DE: International Reading Association.
McKechnie, L. (2006). Spiderman is not for babies (Peter, 4 years): The boys and
reading problem from the perspective of the boys themselves. Canadian Journal of
Information & Library Sciences, 30(1/2), 57-67. Retrieved November 28, 2008, from
Academic Search Complete database.
McKenna, M., Kear, D., & Ellsworth, R., (1995). Children's attitudes toward reading: A
national survey. Reading Research Quarterly, 30, 934-956. Retrieved October 23, 2008,
from Academic Search Complete database. 55
McKool, S. (2007). Factors that influence the decision to read: An investigation
of fifth grade students’ out-of-school reading habits. Reading Improvement, 44, 111-131.
Retrieved October 9, 2008, from Academic Search Complete database.
Merisuo-Storm, T. (2006). Girls and boys like to read and write different texts.
Scandinavian Journal of Educational Research, 50, 111-125. Retrieved November 28,
2008, doi:10.1080/00313830600576039
Millard, E. (1997). Differently Literate: gender identity and the construction of the developing
reader. Gender & Education, 9 (1), 31-48. Retrieved October 23, 2008,
doi:10.1080/09540259721439
Morgan, P., Fuchs, D., Compton, D., Cordray, D., & Fuchs, L. (2008). Does early reading failure
decrease children’s reading motivation? Journal of Learning Disabilities, 41, 387-404.
Moss, B., & Newton, E. (2002). An examination of the informational text genre
in basal readers. Reading Psychology, 23, 1-13. Retrieved September 30, 2008,
doi:10.1080/027027102317345376
Noble, C. & Bradford, W. (2000). Getting it right for boys … and girls. New York:
Routledge.
Neu, T. & Weinfeld, R. (2007). Helping boys succeed in school. Waco, TX: Prufrock
Press Inc.
Oakhill, J., & Petrides, A. (2007). Sex differences in the effects of interest on boys' and
girls' reading comprehension. British Journal of Psychology, 98, 223-235. Retrieved
November 28, 2008, doi:10.1348/000712606X117649
Pinnell, G., & Fountas, I. (2007). The continuum of literacy learning grades k-2. Portsmouth,
NH: Heinemann. 56
Sainsbury, M., & Schagen, I. (2004). Attitudes to reading at ages nine and
eleven. Journal of Research in Reading, 27, 373-386. Retrieved October 23, 2008,
doi:10.1111/j.1467-9817.2004.00240.x
Scieszka, J., (2005). Our mission. About guys read. Retrieved November 29, 2008, from
http://guysread.com/about_guys_mission.html
Segal, E. (1982). Choices 'for girls' 'for boys'. School Library Journal, 28(7), 105-107. Retrieved
November 26, 2008, from Academic Search Complete database.
Sizmur, J. (2008). Children's attitudes to reading. Literacy Today, Retrieved
October 9, 2008, from Academic Search Complete database.
Smith, M. & Wilhelm, J. (2002). “Reading don’t fix no chevy’s”. Portsmouth, NH:
Heinemann.
Tyre, P. (2008). The trouble with boys. New York: Random House.
Webster’s encyclopedic unabridged dictionary of the English language. (Deluxe Edition).
(2001). New York: Random House Value Publishing, Inc.
Wilson, K., & Trainin, G. (2007). First-Grade students' motivation and achievement for
reading, writing, and spelling. Reading Psychology, 28, 257-282. Retrieved November
16, 2008, doi:10.1080/02702710601186464
Worthy, J., Moorman, M., & Turner, M. (1999). What Johnny likes to read is hard to
find in school. Reading Research Quarterly, 34, 12-27. Retrieved November 26, 2008,
from Academic Search Complete database.
Zambo, D. (2007). Using picture books to provide archetypes to young boys: Extending the ideas
of William Brozo. Reading Teacher, 61, 124-131. Retrieved November 16, 2008,
doi:10.1598/RT.61.2.2 57
APPENDIX A
Tool for Text Analysis 58
The researcher examined the content of basal readers based on genre, interests of male readers and main character. The criteria for categorizing genre are based on definitions established by the publishers. The definitions for themes are based on Scott Foresman (2008),
Buss and Karnowski (2000), Pinnell and Fountas (2007) and Webster’s Encyclopedic
Unabridged Dictionary.
• Realistic Fiction – Made-up story that could really happen (Scott Foresman, Vol. 3.1 p.
68)
• Animal Fantasy – Made-up story with animals behaving like humans (Scott Foseman,
Vol. 3.2 p. 228)
• Historical Fiction – Made-up story that takes place in the past (Scott Foresman, p. 16)
• Fairy Tale – Magical characters and events (Scott Foresman, p. 30)
• Fable – Teaches a lesson or moral (Scott Foresman, p. 46)
• Folk Tale – Stories or legends for other lands told from one generation to the next (Scott
Foresman, Vol. 3.2, p. 116)
• Expository Nonfiction – Provided information about real people and actions, explains
ideas (Scott Foresman, p.38)
• Biography – Provides facts about a real person’s life (Scott Foresman, Vol. 3.2, p. 90)
• Play – Uses cast of characters (Scott Foresman, p. 308)
• Poetry – Creative and expressive language (Scott Foresman, p. 352)
• Essay – Piece of writing that is analytic or interpretive with a focused point of view
(Pinnell & Fountas, 2007, p. 162)
• Science Fiction – Fictional narrative with imagined scientific phenomena (Pinnell &
Fountas, 2007, p. 166) 59
• Comic/Cartoon – Story based on sketch or drawing (Webster’s, p. 320)
• Other – Not listed as identified genre on this tool
• Scary – Causing fright or alarm (Webster’s, p. 1712)
• Animal – Stories featuring animals as central character (Buss & Karnowski, p. 13)
• Sports – Deal with sports as a main theme of the selection (Buss & Karnowski, p. 13)
• Adventure – Overcoming difficult circumstances (Buss & Karnowski, p. 13)
• Humorous – Demonstrate the funny side of life (Buss & Karnowski, p. 13) 60
APPENDIX B
Collected Data Based on Selections Harcourt Grade 2 Pages RF AF His Fic Fairy Tale Fable Folk Tale EX NF Bio Play Poetry Essay Other Sci Fic Scary Comic Animal Sports Adventure Funny Boy Lead Female Lead Animal 61 Arthur's Reading Race 22 1 1 1 1 Reading with your Fingers 2 1
Frog and Toad All Year 14 1 1 1 1
Life as a Frog 6 1 1
Henry and Mudge 10 1 1 1 1
Dogs 1 1 1
Dogs 16 1 1
Animals Have Special Jobs 2 1 1
Neighborhood News 11 1
Winners Never Quit 18 1 1
Two Races 4 1 1 1
Gus and Grandpa and the Two Wheeled Bike 19 1 1 1
No Helmet? Pay Up! 4 1
The Great Ball Game 19 1 1 1
The Bat 1 1 1
Click, Clack, Moo: That Type 23 1 1 1 1
Rock-a-Bye Cows 4 1 1
A Trip to the Fire Station 12 1 1 Jamaica Louise James 20 1 1 1 A Lazy Thought 1 1
At Play: Long Ago and Today 17 1 1 A History of Games and Toys in the US 2 1 1 Big Bushy Mustache 23 1 1 1
Changing 1 1 Rain Forest Babies 16 1 1 Baby Tapir is Born! 2 1 1
A Birthday Mystery 8 1 Mr Putter and Tabby Write the Book 20 1 1 1 Annie's Gifts 28 1 1
Sarah Enters a Painting 1 1 Ah, Music 12 1 Come, My Little Children, Here are songs for you 2 1
The Life of George Washington Carver 13 1 1 Nutty Facts About Peanuts 2 1 What's My Job? 12 1 1 1
A Chair for My Mother 24 1 1 Saving Money 4 1 Serious Farm 24 1 1 1 1 1
Beyond Old McDonald 2 1 1 The Bee 28 1 1 California Bee Business 2 1 1
Watching in the Wiid 12 1 1 Chimp Computer Whiz 2 1 1 Town Hall 12 1
Where on Earth is My Bagel? 23 1 1 1 1
South Korea 2 1
My Name is Gabriela 16 1 1
Gabriela Mistral: A Poet's Life in Photos 4 1 1
Let's Go Rock Collecting 24 1
Pebbles 1 1
The Lizard and the Sun 27 1 1
Be Sun Safe 2 1 1
Cross-Country Vacation 12 1
589 7 5 0 0 1 2 12 3 6 8 1 8 0 0 0 24 3 4 8 9 2 7 62
Harcourt Grade3 pages RF AF His Fic Fairy Tale Fable Folk Tale EX NF Bio Play Poetry Essay Other Sci Fic Scary Comic Animal Sports Adventure Funny Boy Lead Female Animal
Ruby the Copycat 20 1 1
The Singing Marvel 2 1 1
The Day Eddie Met the Author 19 1 1
Good Books, Good Times 1 1
Surprise 1 1
Schools Around the World 18 1
Keys to the Universe 1 1
Ellen Ochoa, Astronaut 17 1
What's in the News? 2 1
The School News 8 1
The Babe and I 24 1 1 1
America's National Pastime 2 1 1
Aero and Officer Mike: Poice Partners 16 1 1 1
It's About Dogs 2 1 1
How Animals Talk 17 1 1
Partners in the Wild 2 1 1
Stone Soup 16 1 1
The Legend of Johnny Appleseed 4 1 1 1
The Case of the Three Bears' Breakfast 12 1 1 1 1
Loved Best 15 1 1
The Shepherd Boy and the Wolf 2 1 1 1
A Pen Pal for Max 19 1 1
Postcards from Around the Globe 2 1
A Tree is Growing 24 1
Ancient Trees Survive 4 1
One Small Place in a Tree 15 1 1
Be a Birdwatcher 2 1 1
Ask the Experts 8 1
Lon Po Po 16 1 1 1
Abuelita's Lap 2 1
Two Bear Cubs 19 1 1
Brave Measuring Worm 6 1 1 1
Me and Uncle Romie 19 1 1 1
The Art of Collage 2 1
Half-Chicken 15 1 1 1 1
I Sailed on Half a Ship 2 1
Backstage with Chris and Casey 8 1
Antarctic Ice 19 1 1
Diary of a Very Short Winter Day 2 1 1
Bat Loves the Night 15 1 1
Bottlenose Dolphins 2 1 1
Chestnut Cove 20 1 1 1 1
Mayors 2 1
Ramona Quimby, Age 8 12 1 1 1
Slam Dunk Water 2 1 1
The Robodogs of Greenville 8 1 1
Charlotte's Web 11 1 1 1 1
Caterpillars Spin Webs, Too 2 1 1
Spiders and Their Webs 16 1 1
For You 2 1
The Science Fair 15 1 1
Advice from Dr. Fix-It 2 1
The Planets 20 1
Jeremy's House 2 1
Voyage Across the Solar System 12 1 1
Total 528 6 2 2 1 2 3 15 1 6 9 7 1 19 3 8 6 7 5 3
Number of stories 55 63
Scott Foresman Grade 2 Page RF AF His Fic Fairy Tale Fable Folk Tale EX NF Bio Play Poetry Essay Other Sci Fic Scary Comic Animal Sports Adventure Funny Boy Lead Female Lead Animal
Iris and Walter 20 1 1
Morning Song 1 1
Exploring Space with an Astronaut 14 1 1
A Trip to Space Camp 4 1
Henry and Mudge and the Starry Night 16 1 1 1 1 1
Star Pictures in the Sky 4 1
A walk in the Desert 20 1
Rain Forests 4 1
The Strongest One 18 1 1
Anteaters 4 1 1
Tara and Tiree, Fearless Friends 16 1 1 1 1
Rescue Dogs 4 1 1
Ronald Morgan Goes to Bat 18 1 1 1
Spaceball 2 1
Turtle's Race with Beaver 21 1 1 1
The Secret Life of Ponds 4 1
The Breman Town Muscicians 18 1 1
Animals Helping Animals 4 1 1
A Turkey for Thanksgiving 17 1 1 1
Thanksgiving USA 4 1
Pearl and Wagner: Two Good Friends 18 1 1 1
Robots at Home 2 1
Dear Juno 18 1 1
Saying IT Without Words: Signs and Symbols 2 1
Anasi Goes Fishing 19 1 1
Do Spiders Stick to their own Webs? 1 1 1
Rosa and Blanca 12 1
The Corw and the Pitcher 4 1 1 1
A Week is a Flower 22 1 1
What's Made from Corn? 4 1
The Quilt Story 15 1 1
Making Memories: Changing with the Times 6 1
Life Cycle of a Pumpkin 14 1
How do seeds know which way is up? 2 1
Frogs 18 1 1
From Egg to Egg 4 1 1
I Like Where I Am 16 1 1
A New House 4 1
Helen Keller and the Big Storm 14 1 1
Wind 4 1
Firefighter 14 1 1
Firefighting Teamwork 4 1
One Dark Night 18 1 1 1
Adoption 1 1 1
The Stray Cat 1 1 1
Bad Dog, Dodger! 14 1 1 1 1
How to Train Your Puppy 4 1 1
Horace and Morris but mostly Dolores 18 1 1 1 1
Good Kicking 4 1 1
The Signmaker's Assistant 16 1 1 1
Helping Hand 4 1
Just Like Josh Gibson 14 1 1 1
How Baseball Began 4 1 1
Red, White, and Blue: The Story of the American Flag 18 1 1
You're a Grand Old Flag 1 1
A Birthday Basket for Tia 14 1 1 1
Family Traditions: Birthdays 4 1
Cowboys 22 1 1
Cowboy Gear 2 1
Jingle Dancer 14 1 1
Clebrating the Buffalo Days 4 1
Total 607 13 3 1 2 17 1 2 7 14 3 18 5 7 6 8 4 6
Number of stories 61 64
Scott Foresman Grade 3 Pages RF AF His Fic Fairy Tale Fable Folk Tale EX NF Bio Play Poetry Essay Other Sci Fic Scary Comic Animal Sports Adventure Funny Boy Lead Female Lead Animal Lead
Boom Town 20 1
Mike's Teaching T-Shirts 4 1
What About Me 14 1 1
Ben Franklin's Little Words to Live By 2 1
Alexander, Who Used to be Rich Last Sunday 14 1 1 1
Tips for Saving Money 2 1
If You Made a Million 20 1
Money from Long Age 4 1
My Rows and Piles of Coins 15 1 1
Learning About Money 4 1
Money 1 1
Coins 1 1
Penguin Chick 14 1 1
Plants: Fitting into Their World 4 1
A Day's Work 14 1 1
What is a Weed 4 1
Prudy's Problem and How She Solved It 16 1 1 1
Meeting the Challenge of Collecting 4 1
Tops & Bottoms 18 1 1 1
The Hara and the Tortoise 1 1 1 1
William's House 12 1 1
Log Cabins 4 1
Ants 1 1
The Sure-Footed Shoe Finder 1 1
Third-Grade Genius 2 1
The Gardener 14 1 1
Worms at Work 4 1 1
Pushing Up the Sky 12 1 1
Catch It and Run 8 1
Night Letters 16 1 1
dear stars 1 1
A Symphony of Whales 16 1 1 1
He Listens to Whales 4 1
Volcanoes: Nature's Incredible Fireworks 10 1
Natural Disasters 4 1
Cloud Dragon 1 1
Lemon Moon 1 1
Hurt No Living Thing 1 1
Springtime 1 1
Laughing Boy 1 1
Wings 12 1 1 1
Beauty and the Beast 6 1 1 1
Hottest, Coldest, Highest, Deepest 14 1
Great and Small 4 1
Rocks in His Head 11 1
Everybody Needs a Rock 8 1
America's Champion Swimmer: Gertrude Ederle 16 1 1
Women Athletes 4 1 1
Fly, Eagle, Fly 14 1 1
Purple Coyote 6 1 1 1
Me 1 1
By Myself 1 1
Limericks 2 1
Suki's Kimono 14 1 1
Clothes: Bringing Cultures Together 4 1
How My Family Lives in America 16 1
Communities Celebrate Cultures 2 1
Good-Bye, 382 Shin Dang Dang 18 1 1 1
It's a Small World 2 1
Jalapeno Bagels 13 1 1
Foods of Mexico - A Delicious Blend 4 1
Me and Uncle Romie 22 1 1
Country to City 4 1
My Friend in School 2 1
Lunch Survey 1 1
Saying Yes 1 1
The Story of the Statue of Liberty 12 1 1
A Nation of Immigrants 2 1
Happy Birthday Mr. Kang 18 1 1 1 1
Back to the Wild: A Talk with a Wildlife Worker 4 1
Talking Walls: Art for the People 14 1
Nathaniel's Rap 2 1
Two Bad Ants 18 1 1 1 1
Hiking Safety Tips 2 1
Elena's Serenade 17 1 1 1
Leading People to Freedom 4 1
I Watched an Eagle Soar 1 1
Words Free as Confetti 2 1
Total 78 588 14 2 1 4 2 2 11 2 1 21 19 10 2 2 5 9 7 6 65
SRA Gr 2 Page RF AF His Fic Fairy Tale Fable Folk Tale EX NF Bio Play Poetry Essay Other Sci Fic Scary Comic Animal Sports Adventure Funny Boy Lead Female Lead Animal Lead
Ant & The Three Little Figs 8 1 1 1
Books to the Ceiling 1 1
Come Back, Jack 16 1 1 1 1
My Book 2 1
The Library 14 1 1
Story Hour Staring Megan 18 1 1
Tomas & the Library Lady 20 1 1
Mushroom in the Rain 10 1 1
The Elves and the Shoemaker 16 1 1
The Paper Crane 16 1 1
Butterfly House 20 1
Corduroy 16 1 1 1 1
April Medicine 1 1
The Story of Three Whales 20 1 1 1
Cinderella 12 1 1
I See Animals Hiding 12 1 1 1
They Thought They Saw Him 12 1 1
The Chameleon 1 1 1
Caterpillar 1 1 1
Hungry Little Hare 24 1 1
How to Hide and Octopus & Other Sea Creatures 16 1 1
How the Guinea Fowl Got Her Spots 18 1 1 1
Animal Camouflage 24 1 1
Fossils Tell of Long Ago 14 1
The Dinosaur Who Lived in My Backyard 8 1 1 1
Iguandon 1 1 1
Seismosaurus 1 1 1
Dinosaur Fossils 18 1
Fossils 2 1
Why Did the Dinosaur Disappear 14 1 1
Monster Tracks 8 1 1
Let's Go Dinosaur Tracking 26 1 1
Molly the Brave & Me 24 1 1 1
Courage 1 1
Dragons & Giants 8 1 1 1 1
Life Doesn’t' Frighten Me 2 1
The Hole in the Dike 14 1 1
Picture Book of Martin Luther King Jr. 16 1 1
The Empty Pot 14 1 1
Brave as a Mountain Lion 32 1 1 1
The First Americans 18 1
New Hope 12 1 1 1 1
A Place Called Freedom 12 1 1 1 1
The Story of the Statue of Libery 14 1
Statue of Liberty 1 1
The Butterfly Seeds 16 1 1 1 1
A Piece of Home 24 1 1 1
Jalapeno Bagels 12 1 1
Total 48 610 10 7 3 1 4 11 1 11 6 17 13 2 3 6 9 66
SRA Gr 2 Page RF AF His Fic Fairy Tale Fable Folk Tale EX NF Bio Play Poetry Essay Other Sci Fic Scary Comic Animal Sports Adventure Funny Boy Lead Female Lead Animal Lead
Ant & The Three Little Figs 8 1 1 1
Books to the Ceiling 1 1
Come Back, Jack 16 1 1 1 1
My Book 2 1
The Library 14 1 1
Story Hour Staring Megan 18 1 1
Tomas & the Library Lady 20 1 1
Mushroom in the Rain 10 1 1
The Elves and the Shoemaker 16 1 1
The Paper Crane 16 1 1
Butterfly House 20 1
Corduroy 16 1 1 1 1
April Medicine 1 1
The Story of Three Whales 20 1 1 1
Cinderella 12 1 1
I See Animals Hiding 12 1 1 1
They Thought They Saw Him 12 1 1
The Chameleon 1 1 1
Caterpillar 1 1 1
Hungry Little Hare 24 1 1
How to Hide and Octopus & Other Sea Creatures 16 1 1
How the Guinea Fowl Got Her Spots 18 1 1 1
Animal Camouflage 24 1 1
Fossils Tell of Long Ago 14 1
The Dinosaur Who Lived in My Backyard 8 1 1 1
Iguandon 1 1 1
Seismosaurus 1 1 1
Dinosaur Fossils 18 1
Fossils 2 1
Why Did the Dinosaur Disappear 14 1 1
Monster Tracks 8 1 1
Let's Go Dinosaur Tracking 26 1 1
Molly the Brave & Me 24 1 1 1
Courage 1 1
Dragons & Giants 8 1 1 1 1
Life Doesn’t' Frighten Me 2 1
The Hole in the Dike 14 1 1
Picture Book of Martin Luther King Jr. 16 1 1
The Empty Pot 14 1 1
Brave as a Mountain Lion 32 1 1 1
The First Americans 18 1
New Hope 12 1 1 1 1
A Place Called Freedom 12 1 1 1 1
The Story of the Statue of Libery 14 1
Statue of Liberty 1 1
The Butterfly Seeds 16 1 1 1 1
A Piece of Home 24 1 1 1
Jalapeno Bagels 12 1 1
Total 48 610 10 7 3 1 4 11 1 11 6 17 13 2 3 6 9 67
APPENDIX C
Collection of Data Based on Page Total 68
Harcourt Grade 2 Pages RF AF His Fic Fairy Tale Fable Folk Tale EX NF Bio Play Poetry Essay Other Sci Fic Scary Comic Animal Sports Adventure Funny Boy Lead Female Lead Animal
Arthur's Reading Race 22 22 22 22 22
Reading with your Fingers 2 2
Frog and Toad All Year 14 14 14 14 14
Life as a Frog 6 6 6
Henry and Mudge 10 10 10 10 10
Dogs 1 1 1
Dogs 16 16 16
Animals Have Special Jobs 2 2 2
Neighborhood News 11 2
Winners Never Quit 18 18 18
Two Races 4 4 4 4
Gus and Grandpa and the Two Wheeled Bike 19 19 19 19
No Helmet? Pay Up! 4 4
The Great Ball Game 19 19 19 19
The Bat 1 1 1
Click, Clack, Moo: That Type 23 23 23 23 23
Rock-a-Bye Cows 4 4 4
A Trip to the Fire Station 12 12 12
Jamaica Louise James 20 20 20 20
A Lazy Thought 1 1
At Play: Long Ago and Today 17 17 17
A History of Games and Toys in the US 2 2 2
Big Bushy Mustache 23 23 23 23
Changing 1 1
Rain Forest Babies 16 16 16
Baby Tapir is Born! 2 2 2
A Birthday Mystery 8 8
Mr Putter and Tabby Write the Book 20 20 20 20
Annie's Gifts 28 28 28
Sarah Enters a Painting 1 1
Ah, Music 12 12
Come, My Little Children, Here are songs for you 2 2
The Life of George Washington Carver 13 13
Nutty Facts About Peanuts 2 2
What's My Job? 12 12 12
A Chair for My Mother 24 24 24
Saving Money 4 4
Serious Farm 24 24 24 24 24 24
Beyond Old McDonald 2 2 2
The Bee 28 28 28
California Bee Business 2 2 2
Watching in the Wiid 12 12 12
Chimp Computer Whiz 2 2 2
Town Hall 12 12
Where on Earth is My Bagel? 23 23 23 23 23
South Korea 2 2
My Name is Gabriela 16 16 16
Gabriela Mistral: A Poet's Life in Photos 4 4 4
Let's Go Rock Collecting 24 24
Pebbles 1 1
The Lizard and the Sun 27 27 27
Be Sun Safe 2 2 2
Cross-Country Vacation 12 12 139 52 129
589 144 106 4 46 141 47 58 10 4 20 298 37 53 130 139 52 129
Totals 69
Harcourt Grade3 pages RF AF His Fic Fairy Tale Fable Folk Tale EX NF Bio Play Poetry Essay Other Sci Fic Scary Comic Animal Sports Adventure Funny Boy Lead Female Animal
Ruby the Copycat 20 20 20
The Singing Marvel 2 2 2
The Day Eddie Met the Author 19 19 19
Good Books, Good Times 1 1
Surprise 1 1
Schools Around the World 18 18
Keys to the Universe 1 1
Ellen Ochoa, Astronaut 17 17
What's in the News? 2 2
The School News 8 8
The Babe and I 24 24 24 24
America's National Pastime 2 2 2
Aero and Officer Mike: Poice Partners 16 16 16 16
It's About Dogs 2 2 2
How Animals Talk 17 17 17
Partners in the Wild 2 2 2
Stone Soup 16 16 16
The Legend of Johnny Appleseed 4 4 4 4
The Case of the Three Bears' Breakfast 12 12 12 12
Loved Best 15 15 15
The Shepherd Boy and the Wolf 2 2 2 2
A Pen Pal for Max 19 19 19
Postcards from Around the Globe 2 2
A Tree is Growing 24 24
Ancient Trees Survive 4 4
One Small Place in a Tree 15 15 15
Be a Birdwatcher 2 2 2
Ask the Experts 8 8
Lon Po Po 16 16 16 16
Abuelita's Lap 2 2
Two Bear Cubs 19 19 19
Brave Measuring Worm 6 6 6 6
Me and Uncle Romie 19 19 19 19
The Art of Collage 2 2
Half-Chicken 15 15 15 15 15
I Sailed on Half a Ship 2 2
Backstage with Chris and Casey 8 8
Antarctic Ice 19 19 19
Diary of a Very Short Winter Day 2 2 2
Bat Loves the Night 15 15 15
Bottlenose Dolphins 2 2 2
Chestnut Cove 20 20 20 20 20
Mayors 2 2
Ramona Quimby, Age 8 12 12 12 12
Slam Dunk Water 2 2 2
The Robodogs of Greenville 8 8 8
Charlotte's Web 11 11 11 11 11
Caterpillars Spin Webs, Too 2 2 2
Spiders and Their Webs 16 16 16
For You 2 2
The Science Fair 15 15 15
Advice from Dr. Fix-It 2 2
The Planets 20 20
Jeremy's House 2 2
Voyage Across the Solar System 12 12 12
Total 528 100 31 43 16 8 35 172 17 67 15 16 8 185 28 107 86 87 78 32 70
Harcourt Grade3 pages RF AF His Fic Fairy Tale Fable Folk Tale EX NF Bio Play Poetry Essay Other Sci Fic Scary Comic Animal Sports Adventure Funny Boy Lead Female Animal
Ruby the Copycat 20 20 20
The Singing Marvel 2 2 2
The Day Eddie Met the Author 19 19 19
Good Books, Good Times 1 1
Surprise 1 1
Schools Around the World 18 18
Keys to the Universe 1 1
Ellen Ochoa, Astronaut 17 17
What's in the News? 2 2
The School News 8 8
The Babe and I 24 24 24 24
America's National Pastime 2 2 2
Aero and Officer Mike: Poice Partners 16 16 16 16
It's About Dogs 2 2 2
How Animals Talk 17 17 17
Partners in the Wild 2 2 2
Stone Soup 16 16 16
The Legend of Johnny Appleseed 4 4 4 4
The Case of the Three Bears' Breakfast 12 12 12 12
Loved Best 15 15 15
The Shepherd Boy and the Wolf 2 2 2 2
A Pen Pal for Max 19 19 19
Postcards from Around the Globe 2 2
A Tree is Growing 24 24
Ancient Trees Survive 4 4
One Small Place in a Tree 15 15 15
Be a Birdwatcher 2 2 2
Ask the Experts 8 8
Lon Po Po 16 16 16 16
Abuelita's Lap 2 2
Two Bear Cubs 19 19 19
Brave Measuring Worm 6 6 6 6
Me and Uncle Romie 19 19 19 19
The Art of Collage 2 2
Half-Chicken 15 15 15 15 15
I Sailed on Half a Ship 2 2
Backstage with Chris and Casey 8 8
Antarctic Ice 19 19 19
Diary of a Very Short Winter Day 2 2 2
Bat Loves the Night 15 15 15
Bottlenose Dolphins 2 2 2
Chestnut Cove 20 20 20 20 20
Mayors 2 2
Ramona Quimby, Age 8 12 12 12 12
Slam Dunk Water 2 2 2
The Robodogs of Greenville 8 8 8
Charlotte's Web 11 11 11 11 11
Caterpillars Spin Webs, Too 2 2 2
Spiders and Their Webs 16 16 16
For You 2 2
The Science Fair 15 15 15
Advice from Dr. Fix-It 2 2
The Planets 20 20
Jeremy's House 2 2
Voyage Across the Solar System 12 12 12
Total 528 100 31 43 16 8 35 172 17 67 15 16 8 185 28 107 86 87 78 32 71
Scott Foresman Grade 3 Pages RF AF His Fic Fairy Tale Fable Folk Tale EX NF Bio Play Poetry Essay Other Sci Fic Scary Comic Animal Sports Adventure Funny Boy Lead Female Lead Animal Lead
Boom Town 20 20
Mike's Teaching T-Shirts 4 4
What About Me 14 14 14
Ben Franklin's Little Words to Live By 2 2
Alexander, Who Used to be Rich Last Sunday 14 14 14 14
Tips for Saving Money 2 2
If You Made a Million 20 20
Money from Long Age 4 4
My Rows and Piles of Coins 15 15 15
Learning About Money 4 4
Money 1 1
Coins 1 1
Penguin Chick 14 14 14
Plants: Fitting into Their World 4 4
A Day's Work 14 14 14
What is a Weed 4 4
Prudy's Problem and How She Solved It 16 16 16 16
Meeting the Challenge of Collecting 4 4
Tops & Bottoms 18 4 4 18
The Hara and the Tortoise 1 1 1 1
William's House 12 12 12
Log Cabins 4 4
Ants 1 1
The Sure-Footed Shoe Finder 1 1
Third-Grade Genius 2 2
The Gardener 14 14 14
Worms at Work 4 4 4
Pushing Up the Sky 12 12 12
Catch It and Run 8 8
Night Letters 16 16 16
dear stars 1 1
A Symphony of Whales 16 16 16 16
He Listens to Whales 4 4
Volcanoes: Nature's Incredible Fireworks 10 10
Natural Disasters 4 4
Cloud Dragon 1 1
Lemon Moon 1 1
Hurt No Living Thing 1 1
Springtime 1 1
Laughing Boy 1 1
Wings 12 12 12 12
Beauty and the Beast 6 6 6 6
Hottest, Coldest, Highest, Deepest 14 14
Great and Small 4 4
Rocks in His Head 11 11
Everybody Needs a Rock 8 8
America's Champion Swimmer: Gertrude Ederle 16 16 16
Women Athletes 4 4 4
Fly, Eagle, Fly 14 14 14
Purple Coyote 6 6 6 6
Me 1 1
By Myself 1 1
Limericks 2 2
Suki's Kimono 14 14 14
Clothes: Bringing Cultures Together 4 4
How My Family Lives in America 16 16
Communities Celebrate Cultures 2 2
Good-Bye, 382 Shin Dang Dang 18 18 18 18
It's a Small World 2 2
Jalapeno Bagels 13 13 13
Foods of Mexico - A Delicious Blend 4 4
Me and Uncle Romie 22 22 22
Country to City 4 4
My Friend in School 2 2
Lunch Survey 1 1
Saying Yes 1 1
The Story of the Statue of Liberty 12 12 12
A Nation of Immigrants 2 2
Happy Birthday Mr. Kang 18 18 18 18 18
Back to the Wild: A Talk with a Wildlife Worker 4 4
Talking Walls: Art for the People 14 14
Nathaniel's Rap 2 2
Two Bad Ants 18 18 18 18 18
Hiking Safety Tips 2 2
Elena's Serenade 17 17 17 17
Leading People to Freedom 4 4
I Watched an Eagle Soar 1 1
Words Free as Confetti 2 2
Total 78 588 222 22 12 41 15 22 98 27 12 33 88 95 20 36 77 134 107 65 72
SRA Gr 2 Page RF AF His Fic Fairy Tale Fable Folk Tale EX NF Bio Play Poetry Essay Other Sci Fic Scary Comic Animal Sports Adventure Funny Boy Lead Female Lead Animal
Ant & The Three Little Figs 8 8 8 8
Books to the Ceiling 1 1
Come Back, Jack 16 16 16 16 16
My Book 2 2
The Library 14 14 14
Story Hour Staring Megan 18 18 18
Tomas & the Library Lady 20 20 20
Mushroom in the Rain 10 10 10
The Elves and the Shoemaker 16 16 16
The Paper Crane 16 16 16
Butterfly House 20 20
Corduroy 16 16 1 1 16
April Medicine 1 1
The Story of Three Whales 20 20 20 20
Cinderella 12 12 12
I See Animals Hiding 12 1 12
They Thought They Saw Him 12 12 12 12
The Chameleon 1 1 1
Caterpillar 1 1 1
Hungry Little Hare 24 24 24
How to Hide and Octopus & Other Sea Creatures 16 16 16
How the Guinea Fowl Got Her Spots 18 18 18 18
Animal Camouflage 24 24 24
Fossils Tell of Long Ago 14 14
The Dinosaur Who Lived in My Backyard 8 8 8 8
Iguandon 1 1 1
Seismosaurus 1 1 1
Dinosaur Fossils 18 18
Fossils 2 2
Why Did the Dinosaur Disappear 14 14 14
Monster Tracks 8 8 8
Let's Go Dinosaur Tracking 26 26 26
Molly the Brave & Me 24 24 24 24
Courage 1 1
Dragons & Giants 8 8 8 8 8
Life Doesn’t' Frighten Me 2 2
The Hole in the Dike 14 14
Picture Book of Martin Luther King Jr. 16 16 16
The Empty Pot 14 14 14
Brave as a Mountain Lion 32 32 32 32
The First Americans 18 18
New Hope 12 12 12 12 12
A Place Called Freedom 12 12 12 12 12
The Story of the Statue of Libery 14 14
Statue of Liberty 1 1
The Butterfly Seeds 16 16 16 16 16
A Piece of Home 24 24 24 24
Jalapeno Bagels 12 12 12
Total 48 610 196 86 40 12 62 173 16 14 104 197 207 24 52 124 70 73
SRA Gr 3 Page RF AF His Fic Fairy Tale Fable Folk Tale EX NF Bio Play Poetry Essay Other Sci Fic Scary Comic Animal Sports Adventure Funny Boy Lead Female Lead Animal
Gloria Who Might Be My Best Friend 12 12 12
Angel, Child, Dragon Child 16 16 16
Janey 1 1
The Tree House 12 12 12
Rugby & Ruby 16 16 16 16
Teammates 10 10 10
The Legend of Damon & Pythias 16 16 16 16
The Boy Who Didn't Believe in Spring 10 10 10
City Critters: Wild Animals Live in Cities, Too 6 6 6
Racoon 1 1 1
Make Way For Ducklings 8 8 8 8 8
Urban Roosts: Where Birds Nest in the City 14 14 14
The Worm 1 1 1
Pigeons 1 1 1
Two Days In May 14 14 14
Secret Place 12 12 12 12
Through Grandpa's Eyes 14 14 14
The Apple 1 1
Houses 1 1
Fog 1 1
The Cat Who Became a Poet 6 6 6 6
A Cloak for the Dreamer 12 12 12
Picasso 8 8
The Emperor's New Clothes 8 8 8 8
Roxaboxen 8 8 8
The Sun is a Yellow Tipped Porcupine 1 1
A New Coat for Anna 10 10 10
Alexander, Who Used to Be Rich Last Sunday 8 8 8 8
Smart 1 1
Tony and the Quarter 1 1
Kids Did It! 8 8
The Cobbler's Song 6 6 6
Four Dollars and Fifity Cents 12 12 12 12
The Go-Around Dollar 20 20 20 20
Uncle Jed's Barbershop 10 10 10
A Story A Story 8 8
World I Know 2 2
Oral History 6 6
Storm in the Night 14 14 14 14
Past 1 1
Carving the Pole 8 8
The Keeping Quilt 6 6 6
Aunt Sue's Stories 2 6
Johnny Appleseed 10 10 10
Aunt Flossie's Hats 12 12 12
Lemon Tree 1 1
The Country Mouse and the City Mouse 4 4 4 4
Heartland 8 8
Rudolph Is Tired of the City 2 2 2
Leah's Pony 16 1 16 16 16
Cows in the Parlor: A Visit to a Dairy Farm 10 10 10
Thanks 1 1
Just Plain Fancy 10 10 10
What Ever Happened to the Baxter Place? 20 20 20
If you're not from the prairie 10 10
Total 55 437 227 14 10 8 10 30 52 18 16 41 16 14 95 10 82 16 122 146 30 74
APPENDIX D
Analysis of Harcourt Second Grade Text 75
Grade Reader
Genre Total Realistic Animal Historical Fairy Tale Folk Tale
Fiction Fiction Fantasy Fiction
Selections 28% 13% 9% 0% 0% 4%
Pages 49% 24% 18% 0% 0% 8%
Genre Fables Expository Biography Play Poetry Essay
Nonfiction
Selections 2% 23% 6% 11% 15% 2%
Pages 0% 24% 8% 10% 2% 0%
76
Genre Science Comic/ Other
Fiction Cartoon
Selections 0% 0% 15%
Pages 0% 0% 3%
Themes Scary Animal Sports Humorous Adventure
Selections 0% 45% 6% 8% 8%
Pages 0% 51% 6% 22% 9%
Characters Male Female Animal
Selections 17% 4% 13%
Pages 24% 9% 22%
77
APPENDIX E
Analysis of Harcourt Third Grade Text 78
Grade Reader
Genre Total Realistic Animal Historical Fairy Tale Folk Tale
Fiction Fiction Fantasy Fiction
Selections 30% 11% 4% 4% 2% 5%
Pages 45% 19% 6% 8% 3% 7%
Genre Fables Expository Biography Play Poetry Essay
Nonfiction
Selections 4% 27% 2% 11% 16% 0%
Pages 2% 33% 3% 13% 3% 0%
79
Genre Science Comic/ Other
Fiction Cartoon
Selections 2% 0% 13%
Pages 2% 0% 3%
Themes Scary Animal Sports Humorous Adventure
Selections 0% 35% 5% 11% 15%
Pages 0% 35% 5% 16% 20%
Characters Male Female Animal
Selections 13% 9% 5%
Pages 16% 15% 6%
80
APPENDIX F
Analysis of Scott Foresman Second Grade Text 81
Grade Reader
Genre Total Realistic Animal Historical Fairy Tale Folk Tale
Fiction Fiction Fantasy Fiction
Selections 31% 21% 5% 0% 0% 3%
Pages 54% 34% 9% 0% 0% 7%
Genre Fables Expository Biography Play Poetry Essay
Nonfiction
Selections 2% 28% 2% 3% 11% 0%
Pages 4% 27% 4% 4% 4% 0%
82
Genre Science Comic/ Other
Fiction Cartoon
Selections 0% 0% 23%
Pages 0% 0% 9%
Themes Scary Animal Sports Humorous Adventure
Selections 5% 30% 8% 10% 16%
Pages 8% 33% 7% 16% 28%
Characters Male Female Animal
Selections 13% 7% 10%
Pages 23% 10% 12%
83
APPENDIX G
Analysis of Scott Foresman Third Grade Text 84
Grade Reader
Genre Total Realistic Animal Historical Fairy Tale Folk Tale
Fiction Fiction Fantasy Fiction
Selections 33% 18% 3% 1% 5% 3%
Pages 58% 38% 4% 2% 7% 4%
Genre Fables Expository Biography Play Poetry Essay
Nonfiction
Selections 3% 14% 3% 1% 27% 0%
Pages 3% 17% 5% 2% 7% 0%
85
Genre Science Comic/ Other
Fiction Cartoon
Selections 0% 0% 24%
Pages 0% 0% 15%
Themes Scary Animal Sports Humorous Adventure
Selections 0% 13% 3% 6% 3%
Pages 0% 16% 3% 13% 6%
Characters Male Female Animal
Selections 12% 9% 8%
Pages 23% 18% 11%
86
APPENDIX H
Analysis of SRA/McGraw-Hill Second Grade Reader 87
Grade Reader
Genre Total Realistic Animal Historical Fairy Tale Folk Tale
Fiction Fiction Fantasy Fiction
Selections 44% 21% 15% 6% 2% 8%
Pages 55% 32% 14% 7% 2% 10%
Genre Fables Expository Biography Play Poetry Essay
Nonfiction
Selections 0% 23% 2% 0% 23% 0%
Pages 0% 28% 3% 0% 2% 0%
88
Genre Science Comic/ Other
Fiction Cartoon
Selections 0% 0% 0%
Pages 0% 0% 0%
Themes Scary Animal Sports Humorous Adventure
Selections 13% 35% 0% 4% 27%
Pages 17% 32% 0% 4% 34%
Characters Male Female Animal
Selections 6% 13% 19%
Pages 9% 20% 11%
89
APPENDIX I
Analysis of SRA/McGraw-Hill Third Grade Reader 90
Grade Reader
Genre Total Realistic Animal Historical Fairy Tale Folk Tale
Fiction Fiction Fantasy Fiction
Selections 52% 35% 4% 2% 2% 5%
Pages 68% 52% 3% 2% 2% 7%
Genre Fables Expository Biography Play Poetry Essay
Nonfiction
Selections 4% 11% 4% 2% 33% 0%
Pages 2% 12% 4% 4% 9% 0%
91
Genre Science Comic/ Other
Fiction Cartoon
Selections 0% 2% 0%
Pages 0% 3% 0%
Themes Scary Animal Sports Humorous Adventure
Selections 2% 22% 2% 4% 11%
Pages 4% 22% 2% 4% 19%
Characters Male Female Animal
Selections 20% 20% 5%
Pages 28% 33% 7%
92
APPENDIX J
Analysis of Three Second Grade Text Based on Genre, Themes and Characters
93
Grade Reader Based on Selections
Genre Total Realistic Animal Historical Fairy Tale Folk Tale
Fiction Fiction Fantasy Fiction
Harcourt 28% 13% 9% 0% 0% 4%
Scott 31% 21% 5% 0% 0% 3%
Foresman
SRA/McGraw- 44% 21% 15% 6% 2% 8%
Hill
Genre Fables Expository Biography Play Poetry Essay
Nonfiction
Harcourt 2% 23% 6% 11% 15% 2%
Scott 2% 28% 2% 3% 11% 0%
Foresman
SRA/McGraw- 0% 23% 2% 0% 23% 0%
Hill 94
Genre Science Comic/ Other
Fiction Cartoon
Harcourt 0% 0% 15%
Scott 0% 0% 23%
Foresman
SRA/McGraw- 0% 0% 0%
Hill
Grade Reader Based on Pages
Genre Total Realistic Animal Historical Fairy Tale Folk Tale
Fiction Fiction Fantasy Fiction
Harcourt 49% 24% 18% 0% 0% 8%
Scott 54% 34% 9% 0% 0% 7%
Foresman
SRA/McGraw- 55% 32% 14% 7% 2% 10%
Hill
95
Genre Fables Expository Biography Play Poetry Essay
Nonfiction
Harcourt 0% 24% 8% 10% 2% 0%
Scott 4% 27% 4% 4% 4% 0%
Foresman
SRA/McGraw- 0% 28% 2% 0% 2% 0%
Hill
Genre Science Comic/ Other
Fiction Cartoon
Harcourt 0% 0% 3%
Scott 0% 0% 9%
Foresman
SRA/McGraw- 0% 0% 0%
Hill
96
Based on Selections
Themes Scary Animal Sports Humorous Adventure
Harcourt 0% 45% 6% 8% 8%
Scott 5% 30% 8% 10% 16%
Foresman
SRA/McGraw- 13% 35% 0% 4% 27%
Hill
Based on Pages
Themes Scary Animal Sports Humorous Adventure
Harcourt 0% 45% 6% 8% 8%
Scott 8% 33% 7% 16% 28%
Foresman
SRA/McGraw- 17% 32% 0% 4% 34%
Hill
97
Based on Selections
Characters Male Female Animal
Harcourt 17% 4% 13%
Scott Foresman 13% 7% 10%
SRA/Mc‐Graw‐Hill 6% 13% 19%
Based on Pages
Characters Male Female Animal
Harcourt 24% 9% 22%
Scott Foresman 23% 10% 12%
SRA/Mc‐Graw‐Hill 9% 20% 11%
98
APPENDIX K
Analysis of Three Third Grade Readers Based on Genre, Interest and Characters
99
Grade Reader Based on Selections
Genre Total Realistic Animal Historical Fairy Tale Folk Tale
Fiction Fiction Fantasy Fiction
Harcourt 30% 11% 4% 4% 2% 5%
Scott 33% 18% 3% 1% 5% 3%
Foresman
SRA/McGraw- 52% 35% 4% 2% 2% 5%
Hill
Genre Fables Expository Biography Play Poetry Essay
Nonfiction
Harcourt 4% 27% 2% 11% 16% 0%
Scott 3% 14% 3% 1% 27% 0%
Foresman
SRA/McGraw- 4% 11% 4% 2% 33% 0%
Hill 100
Genre Science Comic/ Other
Fiction Cartoon
Harcourt 2% 0% 13%
Scott 0% 0% 24%
Foresman
SRA/McGraw- 0% 2% 0%
Hill
Grade Reader Based on Pages
Genre Total Realistic Animal Historical Fairy Tale Folk Tale
Fiction Fiction Fantasy Fiction
Harcourt 30% 11% 4% 4% 2% 5%
Scott 58% 38% 4% 2% 7% 4%
Foresman
SRA/McGraw- 68% 52% 3% 2% 2% 7%
Hill
101
Genre Fables Expository Biography Play Poetry Essay
Nonfiction
Harcourt 4% 27% 2% 11% 16% 0%
Scott 3% 17% 5% 2% 7% 0%
Foresman
SRA/McGraw- 2% 12% 4% 4% 9% 0%
Hill
Genre Science Comic/ Other
Fiction Cartoon
Harcourt 2% 0% 13%
Scott 0% 0% 15%
Foresman
SRA/McGraw- 0% 3% 0%
Hill
102
Based on Selections
Themes Scary Animal Sports Humorous Adventure
Harcourt 0% 35% 5% 11% 15%
Scott 0% 13% 3% 6% 3%
Foresman
SRA/McGraw- 26% 22% 2% 4% 11%
Hill
Based on Pages
Themes Scary Animal Sports Humorous Adventure
Harcourt 0% 35% 5% 16% 20%
Scott 0% 16% 3% 13% 6%
Foresman
SRA/McGraw- 4% 22% 2% 4% 19%
Hill
103
Based on Selections
Characters Male Female Animal
Harcourt 13% 9% 5%
Scott Foresman 12% 9% 8%
SRA/Mc‐Graw‐Hill 20% 20% 5%
Based on Pages
Characters Male Female Animal
Harcourt 16% 15% 6%
Scott Foresman 23% 18% 11%
SRA/Mc‐Graw‐Hill 28% 33% 7%