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A Study to Develop Supplemental Reading Materials for Use with the Junior High School American History Curriculum

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A Study to Develop Supplemental Reading Materials for Use with the Junior High School American History Curriculum University of North Florida UNF Digital Commons UNF Graduate Theses and Dissertations Student Scholarship 1983 A Study to Develop Supplemental Reading Materials for Use with the Junior High School American History Curriculum Patricia Crosby Helwig University of North Florida Follow this and additional works at: https://digitalcommons.unf.edu/etd Part of the Curriculum and Instruction Commons, and the Junior High, Intermediate, Middle School Education and Teaching Commons Suggested Citation Helwig, Patricia Crosby, "A Study to Develop Supplemental Reading Materials for Use with the Junior High School American History Curriculum" (1983). UNF Graduate Theses and Dissertations. 676. https://digitalcommons.unf.edu/etd/676 This Master's Thesis is brought to you for free and open access by the Student Scholarship at UNF Digital Commons. It has been accepted for inclusion in UNF Graduate Theses and Dissertations by an authorized administrator of UNF Digital Commons. For more information, please contact Digital Projects. © 1983 All Rights Reserved A STUDY TO DEVELOP SUPPLEMENTAL READING MATERIALS FOR USE WITH THE JUNIOR HIGH SCHOOL AMERICAN HISTORY CURRICULUM by Patricia Crosby Helwig A thesis submitted to the Division of Curriculum and Instruction in partial fulfillment of the requirements for the degree of Master of Education in Reading UNIVERSITY OF NORTH FLORIDA COLLEGE OF EDUCATION August 1983 Committee 1 I A study to develop supplemental reading materials for use with the junior high school American history curriculum Abstract Through research into suggested sources a study was made to provide a collection of supplemental reading materials for use by teachers of American history at the junior high school level. These materials are intended to provide information, to promote individual achievement, to spark interests, and to be a motivation for indepen- dent reading. 2 Table of Contents 1. Introduction Problem·Statement 3 Rationale 4 Purpose 9 2. Review of Related Literature 10 3. Procedure Method 25 Results 26 4. Supplemental Reading Lists 28 References 97 Appendix 101 3 Problem Statement To enrich the teaching of American history at the junior high school level, what would comprise a compre­ hensive collection of coordinating, supplemental, reading materials which could. provide students with information, satisfaction and motivation for independent reading? 4 Rationale "The poorest adults in the world are those limited to their own experience, those who do not read" (Fader, Duggins, Finn & McNeil, 1976, p. 63). Fundamental education and the tool for self-education is based on reading the printed word (Landy, 1977). However, few of today's children are provided with a love of reading which can be carried over into adulthood for their careers, simple daily activities or pleasures. A very frightening reason given for not reading is that they are not interested, just don't want to (Fader & McNeil, 1968). They don't find pleasure or realize the importance of reading a_ good magazine, newspaper, novel or tradebook. Children "have learned their lack of interest in reading. They are so busy decoding and reciting words that they rarely stop or are allowed to stop and enjoy what they're reading" (Fader & McNeil, 1968, p. 5). Reading is the basis for every course taught in every classroom. Yet in these rooms, children are often not truly reading but simply mouthing the words for the teacher to correct (Dilena, 1976). Reading skills are so very important. However, if in the developing of these skills a child becomes disinterested, what has 5 been accomplished (Criscuolo, 1980)? Typical schools don't stimulate or breed "a desire to read in the average student" (Fader & McNeil, 1968, p. 45). They should be acquiring the reading habit by reading for their own satisfaction as well as for information. After all, the purpose of education is to promote independence. The teaching of reading must no longer be the exclusive area of English teachers and specialists. Vocabulary, word attack skills and comprehension are the necessary foundations for reading well but what_ good do they do if the child is not interested. New methods and materials for achieving success for all students, not just the disabled, should be assembled for every course of study (Aukerman, 1979). A large variety of reading materials may stimulate interest and eventually motivate learning (Felsenthal, 1978). As Greenlaw (1977) stated, "For every individual taste, there is probably an infor­ mational book sitting on a shelf waiting to be perused" (p. 5). These books are not limited to non-fiction. Students who are turned off by textbooks may be turned on to a subject through "well-written and beautifully illustrated books in social studies, science, health, music, art and mathematics" (Bard, 1976, p. 10). No matter what a student reads, he is learning something 6 and becoming a better reader in the process. Books which are on a person's difficulty level but high interest area should bring motivation to read and to increase reading habits (Reiter, 1974). Teachers are the catalysts for student achievement of understanding and satisfaction. Adjustments in methods and materials to meet student abilities and interests are required if learning is to improve (Aukerman, 1972). The classroom environment should invite the kids to read. However, as pointed out by Mike Dilena (1976), in some of our classrooms this is virtually impossible because of the "limited range of reading materials available" (p. 4). Students want more infor- mation and there is certainly much waiting for them. The secret is to match the student, his ability and his interests with the correct readi~g materials. "The problem is that teachers are not aware of the vast array of informational books that can be used to enhance learning and provide pleasure as well as knowle~ge" (Greenlaw, 1977, p. 3). According to Robert Aukerman (1972) the unaware teacher, content with only using the textbook, should be considered obsolete. The social studies curriculum offers infinite possibilities for the use of reading materials. As stated 7 by William P. Barone in 'Readi~g Competence in Social Studies' (1979), "reading is the foundation shell of social studies processes and products" (p. 6) and teachers should deliberately and systematically include reading instruction in their classrooms. Textbooks are often too difficult for the average reader and only give limited coverage. Materials of varied types and difficulty levels will give a solid base for course objectives (Sebesta & Iverson, 1975). History can come alive for a student who can find enjoyment in a well written biography, historical novel, travelogue, or adventure (aukerman, 1972). The teacher who ignores historical literature has lost the sparkling side of history. The way a book is presented and the guidance provided as it is perused will depend on the teacher. In the end, it is up to the student to match up with the materials but the teacher provides the most assistance by having a wide knowledge of available options (Sebesta & Iverson, 1975). Student enjoyment can be increased by the teacher who knows and enjoys literature in all its forms, informational and recreational (Bard, 1976). Most teachers do not have the time to devote to the research necessary for matching students with materials. 8 Therefore they respond quite favorably to materials directly related to their subject field (Anderson, 1980). In any successful classroom the key is careful planning. This involves tabulation of materials that are listed by subject, topic, difficulty, accessibility and relevance (Aukerman, 1979). Then using this data, plans may be constructed to provide for inquiry and problem solving for students at all levels (Aukerman, 1972). 9 Purpose The purpose of this study was to enrich the teaching of American history at the junior h~gh school level through the compilation of a comprehensive list of supplemental,. reading materials which would provide information, satis­ faction, and motivation for independent reading. 10 Review of Literature The adults of tomorrow face a world of the printed word. Career successes and personal pleasures may depend on the ability and willingness to read and to comprehend the wealth of materials available - newspapers,. government reports, novels, letters, professional journals, among others (Felton, 1971). It is of prime importance for that interest to be nurtured. Students should be motivated by successful experiences to continue reading what is interesting and appealing to them (Kingston, 1976). As Virgil M. Howes pointed out in 1970, "Schools should increase the pupil's opportunity to learn more than what is taught. Does teaching deny or stimulate curiosity and independence" (p. 4)? If a person is interested, his mind is more receptive and attention more acute. As with all talents, the love or interest in reading improves with practice or withers and dies from disuse. "The fact is that if a child does not like to read he will find other things to do with his spare time and if he loves to read he will find time for reading no matter what competing attractions there are" (Harris & Sipay, 1975, p. 519). There must be a systematic approach to reading instruction in every classroom to meet the goal of every 11 student becomi~g an independent adult reader. According to Irene Reiter (1974), independence is the purpose of education. "If students are given direction in the reading of chemistry, in the reading of math, in the reading of literature, then the probability of improving their reading ability is increased. Students will be able to transfer this ability to situations where they do not have access to the same sort of classroom direction. Hence our aim - independent reading" (p. 6). The teacher must provide the means by which the student discovers that reading can provide pleasure as well as challenge (Liebert & Liebert, 1979). The more a student reads, the easier and more pleasurable it becomes. The more pleasant the experience, the more willing he is to continue it into more challenging and diversified materials.
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