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Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 ft 8k'1- SOSTARICH, Judith Mary, 1946- A STUDY OF THE READING BEHAVIOR OF SIXTH-GRADERS: COMPARISON OF ACTIVE AND OTHER READERS.
The Ohio State University, Ph.D., 1974 I Education, general §; I¥
1University Microfilms, A XEROX Com pany, Ann Arbor, Michigan
© 1974
JUDITH MARY SOSTARICH
ALL RIGHTS RESERVED
THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED. A STUDY OP THE READING BEHAVIOR OF SIXTH-GRADERS :
COMPARISON OF ACTIVE AND OTHER READERS
DISSERTATION
Presented in Partial Fulfillment of the Requirements for
the Degree Doctor of Philosophy in the Graduate
School of The Ohio State University
By
Judith Mary Sostarich, B.S., M.A.
*****
. The Ohio State University 1974
Reading Committee: Approved by Dr. Alexander Frazier Dr. Charlotte Huck Dr. Paul Klohr
Adviser Department of Early and Middle Childhood Education ACKNOWLEDGMENTS
My sincere appreciation goes to the members of
my committee. Dr. Alexander Frazier, chairman, offered
unfailing support, encouragement, and counsel. Dr. Char
lotte Huck's advice helped to direct the scope of this
study. Dr. Paul Klohr has supported me throughout my
graduate training.
My gratitude is extended to the sixth-grade tea
chers, school librarians, principals, and administrators who graciously cooperated with this study. Finally, I would like to thank the sixth-grade children who took an
active and interested role in this project. VITA
July 3, 1946...... Born - Milwaukee, Wisconsin
1969...... B.S., University of Wisconsin, Milwaukee, Wisconsin
1969...... Third-Grade Teacher, New Berlin Public Schools, New Berlin, Wisconsin
1969-1970...... Fifth-Grade Teacher, Greenwich Public Schools, Greenwich, Connecticut
1970-1971...... University Fellow, The Ohio State University, Columbus, Ohio
1971...... M.A., The Ohio State University, Columbus, Ohio
1971-1973 ...... Teaching Associate, Department of Early and Middle Childhood Education, The Ohio State University, Columbus, Ohio
1973-1974 ...... University Fellow, The Ohio State University, Columbus, Ohio
FIELDS OF STUDY
Major Field: Early and Middle Childhood Education
Studies in Early and Middle Childhood Education. Professor Alexander Frazier
Studies in Children's Literature and Language Arts. Professor Charlotte Huck
Studies in Curriculum. Dr. Paul Klohr TABLE OF CONTENTS
Page
ACKNOWLEDGMENTS...... ii
V I T A ...... iii
LIST OF TABLES ...... vii
Chapter
I. THE NATURE OF THE STUDY...... 1
Statement of the Problem ...... 5 Hypotheses of the Study...... 8 Conceptual Assumptions and Limitations . . 11 Definition of Terms...... 12 Summary...... 13
II. REVIEW OF LITERATURE ON MATURITY AND PURPOSE IN R E A D I N G ...... 14
Performance and Maturity in Reading. .. . 15 Aspects of Reading Behavior...... 22 Methods of Improving Reading Behavior. . . 67 Summary...... 71
III. METHODS AND PROCEDURES...... 72
S a m p l e ...... 72 Development of Instruments ...... 77 Procedure...... 80 Design of the Study...... 83 Treatment of the Data...... 85 Summary...... 86
iv Table of Contents (Continued) Page
Chapter
IV. ANALYSIS OF THE DATA
PART Is GENERAL FINDINGS...... 88
Sixth-Grade Readers...... 90 Active Readers Compared with Other Readers 95 Sex Difference in Reading Behavior of Active Readers ...... 104 Differences Among Eleven Classrooms. . . . 107 Summary...... Ill
PART II: CASE STUDIES OF ACTIVE READERS . . 114
Case Study 1: Mary...... 114 Case Study 2: Jane...... 118 Case Study 3: Dick...... 121 Case Study 4: Sally ...... 124 Case Study 5: Stan...... 127 Case Study 6: Pa t ...... 130 Summary...... 132
PART III: INVENTORY DATA...... 135
Reading vs. Television...... 135 Past Reading Experiences ...... 137 Other Sources of Reading Materials .... 140 Frequency of Library U s e ...... 142 Types of Materials Read...... 146 Reading Series Books ...... 148 Favorite Books ...... 151 Favorite School Subjects ...... 152 Summary...... • ...... 154
V. DISCUSSION AND CONCLUSIONS...... 158
Restatement of Purposes...... 159 Procedures...... 159 Limitations of the Study ...... 162 Summary of the Study ...... 163 D i scussion...... 171 Possibilities for Further Study...... 179
v Table of Contents (Continued) Page
APPENDIX
A. LIBRARIAN-TEACHER NOMINATION FORM...... 187
B. STUDENT NOMINATION FORM...... 189
C. MY READING HABITS AND INTERESTS INVENTORY. . .191
D. READING REPORT RECORD...... 195
E. TEACHER ESTIMATION FORM...... 197
F. PARENTS' PERMISSION LETTER ...... 199
G. PARENTS' INTERVIEW LETTER...... 201
H. INTERVIEW QUESTIONNAIRES...... 203
I. REPORTS FROM THE SCHOOLS ...... 217
J. TABULATION OF FAVORITE BOOKS OR BOOKS REPORTED REREAD BY CHILDREN...... 223
BIBLIOGRAPHY . . 234 LIST OP TABLES
Table Page
1. Means and Standard Deviations of Quotient Scores by Classroom on the California Test of Mental Maturity...... 74
2. Means and Standard Deviations of Reading Scores by Classroom on the Iowa Test of Basic Skills...... 75
3. Means and Standard Deviations of Reading Scores by Classroom on the California Achievement Test...... 75
4. Number of Active and Other Readers...... 81
5. Summary of Materials Read on Weekdays and Weekends...... 89
6. Boys and Girls' Responses to Number of Pur poses and Number of Materials Read...... 91
7. Children's Responses to Weekend and Weekday R e a d i n g ...... 92
8. Comparison of Number of Girls and Boys in Active and Other Groups ...... 96
9. Active and Other Readers' Responses to Num ber of Purposes and Materials Read...... 97
10. Comparison of Mean Mental Age Scores of Active and Other Children in Nine Classrooms. 99
11. Comparison of Mean Reading Scores of Active and Other Readers ...... 101
12. Teachers' Estimate of Active and Other Readers' General Ability...... 102
13. Girl and Boy Active Readers' Responses to Number of Purposes and Materials Read . . . .105
vii List of Tables (Continued)
Table Page
14. Percent of Active Readers per Classroom. . . 107
15. Average Number of Purposes, Book, News papers, Magazines, and Comic Books Read by the Children in the Eleven Classrooms. . . . 109
16. Analysis of Variance on Purposes for Reading Among Classrooms...... 110
17. Average Time Spent Reading and Viewing Television in Hours...... 136
18. Percent of Children's Responses to Reading Experience Questions ...... 138
19. Percent of Children's Responses to Sources of Materials ...... 141
20. Children's Percent Responses to Number of School Library Visits...... 143
21. Children's Percent Responses to Number of Community Library Visits ...... 144
22. Materials Reported as Read Daily by C h i l d r e n ...... 147
23. Average Number of Series Books Read...... 149-
24. Children's Favorite Subjects Reported in P e r c e n t s ...... 153
viii CHAPTER I
THE NATURE OF THE STUDY
Reading has always played a significant role in the lives of the American people. Newspapers, political tracts, and books have been regarded as an important part of the American heritage, with our writers offering oppos
ing opinions and attitudes on many social and political issues. A free people needs to be able to read to judge, question, and evaluate opposing viewpoints as well as to expand personal experience toward the attainment of rich and satisfying personal lives.
Although the merits of other media that supple ment reading have been offered as alternatives, many people still maintain there is a necessity and a specialty about reading. Dale (1952), who has carried on continuous stud ies of the merits of the cinema, television, radio, and reading, discusses two values of reading that are not present in other media: printed materials provide the most illuminating and varied records of human experience that are now available: and, at the reader's convenience, they can be examined and restudied time and again to
1 2
acquire clear understandings, develop rational attitudes,
and reach sound conclusions.
Early in American history, the task of teaching
children to read moved from the home to the school. Since
then schools have been expected to teach children to read well enough to weigh differing views, digest news, and
contemplate and enjoy the printed word. Reading is there
fore considered a major part of the school's curriculum.
The public's interest in children's reading performance has become even more noticeable in recent years with the growing demand for accountability. Standardized reading achievement scores are published in the newspapers so that all concerned may check the reports to see whether children are reading at grade level.
However, in recent years, professional interest has moved beyond the teaching of basic reading skills to a growing concern for finding better ways to encourage voluntary reading activity by children. Nila Banton Smith
(1963) expresses the importance of a wider interpretation of the term "reading."
Of what value are all our efforts to establish proficiency in the basic skills of reading if children do not make the fullest use of these skills to enrich their lives, both as children at present and as adults later on? Permanent carryover interest in reading has long been stated as the ultimate goal of all reading instruction. This goal is now more urgent than ever before because of the many competing communication agencies with which reading is confronted (p. 387). 3
Similarly, Tinker and McCullough (1968) suggest
that "the acquisition of skill in reading can benefit a
person little unless he puts it to use in voluntary and
spontaneous reading" (p. 301). Bissett (1962) adds the
student's role to this discussion. " "The ends of reading
instruction are never in sight until individual learners
begin to develop the habit of reading out to reading to
satisfy inner needs and interests" (p. 8) .
A somewhat earlier study by Gray and Rogers (1956)
showed similar concern. When their scale of reading
maturity was applied to a sample community in the United
States, one of the most interesting findings was that no
subject emerged with superior reading habits. For the
sample as a whole, the authors concluded that "without doubt, the most impressive fact revealed relates to the predominately low rankings given to these cases" (p. 166) .
Only by searching the country were they able to identify a handful of exemplars to validate the upper limits of their scales.
Characteristic of the Gray and Rogers' criteria for reading maturity was that only one of the basic measures dealt with reading comprehension, that is, "the recogni tion and construction of meaning." The remaining criteria were concerned with the selection and use of the material read. Clearly the implication is that reading efficiency, 4
however necessary, is not enough in itself to insure read
ing maturity.
Although reading authorities build strong argu
ments for this position, the principal emphasis in today's
schools still goes to- efficiency. Examination of most
basal series shows that the importance of voluntary read
ing is recognized, however slightly it may be actually
stressed in practice. The manual of instruction typically
includes suggested additional reading for nearly every
story. In their manual, Scott, Foresman, and Company
(1965) note that they hope to foster "attitudes and habits
that characterize a mature reader" (p. 14). Houghton
Mifflin (1968) offer a series that "leads a student to
sound critical judgment and a greater capacity for enjoy
ing and profiting from his reading— now and in the years
to come" (p. I ). In practice, however, shill training
often dominates the curriculum as it does the pages of
the manual.
However preoccupied with skills teaching their
introduction to reading may have been, children in the elementary school exhibit mature or active reading habits by the time they are eleven or twelve years of age. By then, their level of skill development is such that they are able to select reading materials freely and read with little outside aid. Parents, teachers, and reading auth orities often refer to this age level as the "Golden Age 5
of Reading." Huck and Kuhn (1961) note that children
spend more time reading at this age than at any other.
Terman and Lima (1931) consider eleven- and twelve-year
old children to be in a "reading craze." Amount of time
spent reading and interest in reading sharply decreases
when children enter junior high schools.
Statement of the Problem
Children develop reading behavior that includes
habits and interests as well as skills. Some children
exhibit the motivation to read many types of materials
for varied reasons. Their reading behavior, or reading
pattern, constantly grows as they become increasingly
mature readers. Although they are a minority in most
classrooms, they are recognized by the teachers, librarians,
and students as active readers. They use the library
frequently, read many books, and are familiar with varied
types of reading materials. The majority of children
perceive reading in a more limited way; they see reading
as a necessity for school work but may not find varied uses for the skills in their everyday lives.
A comparison of these two groups of readers has
formed the basis of the present study. Reading behavior as studied here has included the reasons children perceive
for their reading as well as the number and types of mater ials they read. By comparing reports of active and other 6
readers, characteristics in the reading behavior of
active and other reader have been identified.
Further study of the active readers1 reading
behavior has included descriptions drawn from their read
ing histories. Environmental and personal experiences
may have encouraged these children to read. What past
events or present activities have influenced the active
readers' mature perceptions of the numerous and varied possibilities for reading?
Finally, a number of general aspects of reading behavior that may help categorize children as active or
other readers have been explored. What aspects in the reading behavior of these children can be identified and may be used to show a more complete picture of active readers? What reading habits are in most general use by active readers? Does the amount and kind of material or specific reading experiences differ among active and other readers? In other words, what are the profiles of active and other readers?
Assuming that maturity in reading is a concept which includes aspects that can be described, the present study has first attempted to identify "active" or "mature" readers. Sixth-grade subjects in eleven classrooms were selected from suburban schools with school libraries and school librarians. Teachers, librarians, and students 7
were asked to nominate students who used printed matter
continuously and who had exhibited an individualistic
interest in reading- Those students receiving three or
more nominations were considered "active" readers. Com
parisons between the active and other readers in the class
rooms have been examined in an attempt to isolate unique
aspects of the active children's reading behavior.
The major characteristic of the reading behavior
under consideration was the range of purposes the children
perceived for their reading. Children were asked to record
every item they had read and select a purpose for that
reading. Measures were collected six times during a three-
week period on consecutive Mondays and Fridays. Purpose
for reading, as defined by Helen Smith (1966), is "the
reading 'set' used to determine that which the reader
intended to get from the selection." Five purposes for
reading, adapted from Smith's list, have been used in. this
study. They include having pleasure, meeting assignments,
seeking personal interest information, following daily events, and answering questions.
Further description of the active readers has come
from teacher estimates of their general performance as students and a standardized measure of reading ability and mental age.
Six readers reported to be "active" readers were interviewed to develop a more comprehensive view of active 8
child readers. Parents and teachers were also questioned
in an attempt to discover more detailed and unique infor
mation about the home, school, and personal environments
of the readers.
Finally, in an attempt to secure a broader picture
of the children's reading behavior, an inventory entitled * "My Reading Habits and Interests" was given to all sub
jects in the study. Questions concerned amount of time
spent reading, sources of reading materials, and favorite
books.
The purposes for this study may be identified as
follows:
1. To describe the relationship of factors in the reading behavior of sixth-grade children.
2. To describe the differences of active and other sixth-grade readers.
3. To describe the relationship of various fac tors in the reading behavior of active readers.
4. To describe the relationship of reading behav ior and classroom groupings of sixth-grade readers.
5. To describe the school, home, and personal environment of six active readers.
Hypotheses of the Study
The five problem statements have given rise to a series of hypotheses to be tested: 9
1. A purpose of this study is to describe the rela tionship of factors in the reading behavior of the entire group of sixth-grade readers.
H.: Boys will read for a greater range of pur poses than will girls.
H2: Girls will read more books than boys.
KL: The children will read for more purposes during the week than on weekends.
H^: The children will read more books on weekdays than on weekends.
H(.: The children will read more magazines, news papers, and comic books on weekends than on weekdays.
Hg: The boys will read more magazines, newspapers, and comic books than girls.
2. A purpose of this study is to describe the differences of active and other sixth-grade readers.
H^: There will be significantly more girls in the group selected as active readers than in the other group.
Hq : Children selected as active readers will report rereading more books than other read ers .
Hgi Active readers will read more books than other readers.
H^q : Active readers will read more magazines, news- . papers and comic books than other readers.
H.,: The mean mental age scores of the active readers will be higher than the mean of the other readers.
H.2: Children selected as active readers will have a higher mean reading achievement* score than will other readers. 10
H,o: Teachers will classify a significant number of active readers as above average in their general performance as students as compared to the other readers.
H. Children selected as active readers will read for a greater range of purposes than will children in the other group.
3. A purpose of this study is to describe the relationship of various factors in the reading behavior of active readers.
H. j- J Active boy readers will read for a wider range of purposes than active girl readers.
H.fi: Active girl readers will read a greater num ber of books than will active boy readers.
H.7: Active boy readers will read a greater num ber of comic books, magazines, and newspapers than will active girl readers.
H.g: Active girl readers will reread more books than active boy readers.
4. A purpose of this study is to describe the relationship of reading behavior and classroom groupings of sixth-grade readers.
H.q : Children in one classroom will read for a wider range of purposes than will children in other classrooms.
H2Q: Children in one classroom will read more books than children in the other classrooms.
H21: Children in one classroom will read more magazines, newspapers, or comic books than children in another classroom.
5. A purpose of this study is to describe the school, home, and personal environment of six active readers. 11
Case study descriptions will be given for the six active readers.
Conceptual Assumptions and Limitations
The schools selected for this study were in two suburban areas. Therefore, the population was select and findings are a reflection of that population.
Sixth-grade children have been assumed to have mastered sufficient reading skills to possess the ability to read independently. Their reports have been assumed to be an honest and detailed summary of their reading during the three-week period.
The teachers* perception of the children's general ability was recognized to involve subjective factors yet is the one usually relied upon in most grading situations in the elementary school.
The definition of "purpose for reading" as used in this study was an applied interpretation of the term, simplified for the understanding of the subjects. Per ceived purposes or reasons for reading were regarded as one aspect of the reading act that can help to identify a mature reading behavior.
The mental age and reading achievement scores of the active readers were compiled during an earlier period and could be subject to slight differences in interpreta tion. However, the scores were standardized and are 12
generally used in school systems as measures of children's
abilities.
Definition of Terms
Active readers: Students in the 11 sixth-grade
classrooms chosen by at least three of the nominating
groups as children who used ^printed matter continuously
and had exhibited an individualistic interest in reading.
Other readers; Students in the 11 sixth-grade
classrooms who were not so chosen.
Nominating groups; The school librarians, sixth-
grade teachers, and the children in the 11 sixth-grade
classrooms.
Purposes for reading; The reading "set" used to
determine that which the reader intended to get from the
selection as perceived by the children.
Range of purposes: The number of different pur
poses for reading reported by the children during the
three-week period.
Mental age and reading achievement scores: Stand
ardized test scores reported in the children's records.
Tests were previously administered by the school system.
General performance as a student; The teachers' perception of the children's abilities in the classroom; the grades the teachers would award to each child in ques tion based upon his ability. 13
Summary
This study has been an attempt to describe the
actual reading behavior of active readers in the elemen
tary school- Since experts maintain that the child's
reading reaches a peak at the end of his elementary school
years, sixth-grade students have been used in the study.
Active readers were identified and considered in
relation to other readers of the same age. All children were asked to report their perceived reasons for reading
in an attempt to isolate unique characteristics in the
reading behavior of active readers.
A general description of other aspects of the children * s reading behavior has been based upon children's responses to an inventory that required them to describe their reading habits and interests. A more specific and in-depth description of the reading environment and moti vation of six active readers was sought through a case study approach.
In the following chapter, a review of related lit erature is presented. CHAPTER II
REVIEW OF LITERATURE ON MATURITY AND
PURPOSE IN READING
Theorists and researchers have studied the total reading performance of readers, specific and distinguish able aspects or characteristics of the individual's read ing behavior, and methods to improve and expand reading activity and performance. In attempting to identify distinguishable characteristics of a sixth-grade reader, the present study has relied primarily upon work that describes the individual’s total reading performance.
However, instruments used in the study to develop a more detailed picture of the children's reading environments were based upon studies of aspects of the individual's reading performance and methods to improve reading activity. Therefore, these three major approaches to the study of the reading experience are reviewed. They offer a varied look at reasons people express for reading.
14 15
Performance and Maturity in Reading
Many studies and analyses have been made of general
aspects of the adult reader's total performance. In a
review of research on adult reading, Asheim (1955) defined
"active" readers as thorse who are able to sustain an
interest in serious content as opposed to those who are
able merely to derive meaning from written symbols. He maintained that literacy is basic to an adult's ability to read but does not guarantee that the adult will become a self-committed reader. Gray and Rogers (1956), calling the successful readers a "mature" reader, contended that this person usually has a focus, or radix, of interest to which much of his reading relates and which serves as an inner drive or motivating force. Strang (1942), in describing adult reading patterns, noted a similar core or radix of interest that determines, more or less, the nature of the reading. Children were questioned in the case studies of the present research to determine if they had a special interest that motivated their reading. The central core theory of Gray and Rogers was expanded by
Gray (1958) when he defined aspects of efficient reading that help to build a center of interest. These include interest in. reading, purposes for reading, the recogni tion and construing of meaning, reaction to and use of ideas read, and the kinds of materials read. He saw read ing as a complex activity. One aspect of Gray's list, 16 purpose for reading, was used extensively in the present
study.
Many authors have described mature readers or characteristics of a mature reading behavior. Often maturity in reading and maturity in actions of individuals are assumed to be interrelated characteristics. Strang
(1942) found the following characteristics to be asso ciated with maturity in reading: a wide reading vocabu lary, superior comprehension of what was read, broad interest in social and world problems, an above average rate of reading, and a high abstract verbal ability.
After an extensive examination of levels of maturity in reading, Gray and Rogers (1956) concluded:
Maturity in reading as one aspect of total develop ment is distinguished by the attainment of those interests, attitudes, and skills which enable young people and adults to participate eagerly, independently, and effectively in all the reading activities essential to a full, rich, and produc tive life. It is assumed that, in the satisfac tion of interests and needs through reading, a mature reader will continue to grow in capacity to interpret broadly and deeply (p. 56).
This definition and the work of Gray and Rogers serves as the basis for the present study. Center (1952), in a discussion of the essential characteristics of a mature reader, talked about the habit of reading for "intelligent delight" and the "irresistible compulsion to read." In her judgment, a mature reader reads for many purposes, which include pleasure, information, understanding, 17
guidance, and inspiration. This study has attempted to
support this contention. Center contends that the mature,
critical reader comprehends not only surface meanings but
also implied meanings. The mature reader also brings wide
experiences to his interpretation of the materials read
and, in turn, greatly enriches his background of under
standing through vicarious experience. Adler (1942) be
lieved that maturity in reading includes the ability to use
reading to discover ways of participating effectively as
a member of society. In a discussion of elements of a
mature reader, Adler included reading as a tool for the
realization of one's own potentials, for knowing and under
standing others and the society of which one is a part,
and for achieving the good society as the reader develops
for himself. Wollner (1949), in a study of sixth-grade
children's voluntary reading, noted that the method used
to study maturity must include more than an interest sur
vey. She believed an individual's reading must be studied
with the same care, philosophy, and techniques that would
be used to study an individual's total behavior. According
* to Wollner, the teacher, librarian, or guidance worker
should seek to fill in the portrait of the child as a
reader. Accordingly the present research has relied on 0 the opinions of librarians and teachers as well as the
pupils to select the most active readers. In a brief 18
treatise on the social effects of reading, Waples (1940)
looked at reading and the total personality of the reader.
He noted that a marked social effect on individuals re
sults from the reader's reinforcement of favorable pre
dispositions to self, a desire to escape, and an instru
mental need to solve problems.
Artley (1967) and Cleland (1969) placed more
emphasis upon the actual reading act when discussing
maturity in reading. Artley divided progress toward
maturity in reading into two parts, growth in reading and
growth through reading. Growth in reading refers to the
acquisition of skills and abilities that make for skill
ful and effective reading as an interpretative act.
Growth through reading refers to desirable changes taking
place in the child as a result of having read, including
changes in attitudes, ways of thinking, overt behavior,
understandings, interests and tastes. Cleland defined
reading operationally as the cognitive process of per
ceiving and ordering the environment. Reading becomes a means of attaining an ability to meet, understand, and deal with environment.
In their discussions of younger readers, Townsend
(1965) and Jacobs (1956) maintained that the material read is an important aspect of the mature reading act. Town send contended that the personality of the student and 19
the material he reads are interrelated and demand equal
attention. t The interplay of the learner with his subject matter— the impact, if you will, of the curri culum on the student— demands full attention. Both he who reads, and what is read, matter (Townsend, 1965, p. 303).
For this reason, pupils were ashed to report what they
read as well as why they read the materials in the pre
sent study.
Jacobs (1956) listed three goals that may inspire
a child's desire to read: information, entertainment,
and self-understanding and self-enhancement. He regarded the reader and the material read as equal forces in the
successful reading experience. According to Jacobs, un
less reading has done something to the reader, it probably has not been a very vital experience.
While asserting the importance of developing the reading habit, Frank (1960) described omnivorous child readers and children who read very little. She noted that avid readers find their way to books no matter what obstacles are put in their path. Presumably, to such children, reading is a preoccupation in itself. The children who read very little, according to Frank, are at least reading something. In other words, they have mastered the skills of reading, but reading itself has not become a pleasurable pursuit for them. In the 20 present study, six active or avid readers were questioned to ascertain whether reading was a preoccupation in it self for them.
A number of studies have attempted to describe levels of reading maturity in high school and elementary- age children. High school-age children were divided into three categories in a study by Allan and MacDonald (1971).
The "natural readers" develop independent areas of inter ests and have no difficulty in finding a book to their taste. The opposite extreme, children labeled as "non- readers," resist attempts to become interested in reading although a few may have mastered the mechanics of reading.
The "reluctant readers" are considered to be the majority of readers whose interest in or knowledge of books is limited, but whose reading skills are adequate. Against this conception of differences among readers, this pro ject attempted to stimulate greater interest in reading for pleasure among generally apathetic readers in a Great
Britain second-year high school class. The class was informed they were to read and review fiction with a
Scottish setting over a five-month period, the end pro duct of which was to be a booklet that might be a useful guide to other classes. They report an increase in book reading which carried over to the next year. Henderson and Long (1970), in a study of 150 achieving fifth-graders, directed their attention toward the quality and variety 21
of choices of boohs as well as to the number of books - « read. Indices of quantity, variety, and quality were
derived from (1) records of library usage, (2) the child's
own record of boohs read, and (3) time records of out-of
school activities. The investigators decided that effi
cient readers do not necessarily attain the broad pattern
of maturity conceptualized by Gray and Rogers (1956).
This finding would support Asheim's (1956) contention, in
his discussion of adult reading, the "'active' readers
seldom mahe up more than 25 to 30 percent of any group
that reflects, with a reasonable accuracy, a cross sec
tion of the total population" (p. 8) .
The growth of a child toward becoming a mature
reader contains two developments, according to Margaret
Early (1960) in a review of research. She noted that
progress in "growing into wisdom" and maturing in liter
ary appreciation parallel each other. Strang (1942) re
ported three levels of development, which include uncon
scious enjoyment, self-conscious appreciation, and con
scious delight. The second stage is the pinnacle for
elementary students, according to Strang. At this stage,
the reader moves from simple interest in the story to peeper questioning of causality. He asks "why" when he
reads- Strang also noted that in this stage, the child takes a more active role in trying to select things that he likes. This stage is similar to the fifth level 22
of Wittick's (1960) pattern of development of taste in
reading. According to Wittick, the child at this level
begins to understand that reading can help him develop new
ideas and new experiences. An equal relationship between
book and reader develops. Strang and Wittick's theories
assert that there'is a noticeable movement from passive
acceptance to active participation on the part of the
reader.
Aspects of Reading Behavior
Separate and distinguishable aspects of the
reader's performance have been discussed and studied by-
various theorists and researchers.
Purposes
One set of factors used to describe the reading behavior of adults and children includes awareness of
purposes leading to reading and the number of purposes
actually leading to reading. These two purposes were
developed in depth in the present study. Gray and Rogers
(1956) included both items as segments of a reading pro
file. Summarizing earlier research, Huus (1963a) reported
that not many adults chose to read in their spare time.
She proposed that a possible factor contributing to this
situation might be that little is done in schools to pro
mote a lifetime interest in recreation reading. In this 23
study, teachers were questioned as to methods they use to promote reading. Huss (1963a) also has identified fiye purposes for reading: to satisfy curiosity, to check in
formation, to retreat into a fanciful or exciting world, to use time, and to enjoy the story. Children read less
for prestige than do adults, she believed,- although even youngsters might be heard comparing the number of books they read. Although Stauffer (1963) was primarily address ing himself to reading instruction in a discussion of children's reading in basal textbooks, he emphasized the importance of setting purposes for reading. According to
Stauffer, selecting, appraising, questioning appropriately, and pursuing answers are the hallmarks of a good reader.
It is apparent that both reading and thinking start with a state of doubt or of desire. It is apparent also that the process of recon structing goes on as inquiry or discovery, until the doubt is resolved, the perplexity settled, or the pleasure attained (Stauffer, 1963, p. 542).
Dublin (1971) coined the term "professionally oriented reader" to apply to an adult who is actively aware of purpose for reading. Dulin described an instructional program in reading for the professional level adult in terms of five criteria: who he is, what his goals are, what particular needs he has in reading, what particular reading materials he works with, and how teaching method ology must.be adapted to him. There are two main goals 24
for the professionally oriented reader. The first is how
to meet the reading needs of his daily work faster, more
efficiently, and with as little waste motion as possible.
The second is a broadened range of general reading skills
with concentration on a more expressive vocabulary. Huus,
Stauffer, and Dulin would agree on the importance of set
ting purposes in the individual's total reading pattern.
Research concerning the ability of students to set
purposes for reading has yielded varying results. Emans
and Patyk (1967) used a forced-choice type of question
naire to study the reading motives of high school stu dents, relating the effect of intelligence, reading level,
sex, age, and social class to informational, identifica-
tional, esthetic, and recreational motives. Definitions of each motive and a list of reasons for reading were included in a questionnaire given to 324 students in grades nine through twelve. Results showed that the recreational motive ranks highest for all students.
Henderson (1965) compared the extent to which 24 good and 24 poor fifth-grade readers could set and achieve purposes for reading. The students were interviewed individually. Each child was asked to read four stories silently. The responses to the stories were tape re corded and rated. Purpose-setting achievement was mea sured by the summed scores of four subordinate rating 25
scales: number of conjectures, number of purposes, use
of evidence, and oral expression. Tbe conclusion was
that good readers are more effective than poor readers in
setting purposes for reading and that setting purposes is
positively related to their attainment.
After a thorough study of the literature relating
to purposes for reading, Helen Smith (1965) noted that
authorities, for the most part, have not defined "pur
pose" as they use the term in their writing. In lieu of
a definition, they have presented lists or examples
through which the reader must infer the definitions.
Smith found at least two kinds of purposes for reading
included in most lists: (1) the life purposes or motives
for reading, which she considered primary purposes, and
(2) desired behaviors and/or instructional objectives
related to comprehension, which she termed secondary purposes. The primary purposes included enjoyment,
intellectual demands, utilitarian purposes, socioeconomic demands, vocational or avocational interests, personal or social needs, problem solving, and spiritual or religious needs. The present researcher developed applied interpretations of Smith's primary purposes for this study. Smith (1966) defined purpose as the "set used to determine that which the reader intends to get from the selection." On the basis of this analysis, she 26
studied differences between 30 twelfth-grade students
divided into two groups, good readers and poor readers,
on the basis of reading, English, and intelligence tests.
A case study method involving a structured interview was
developed to secure evidence of the success of the sub-
. , jects in answering product questions and of the processes
involved when the students read for two different purposes,
details and general impressions. The evidence secured
supported the hypothesis that good readers read for the
purposes of details and general impressions with equal
success. The poor readers read with more facility for
the purpose of getting details than for the purpose of
getting general impressions. Finally, Smith's data sup
ported the hypothesis that good readers use different pro
cedures when they read for widely divergent purposes such
as for details and for general impressions; poor readers
do not differentiate these two purposes in reading.
Asheim (1956) maintained that purpose setting for
reading is in part socially motivated. "For even when a
man can read and has reading materials readily available,
he does not necessarily read if the rewards of reading
are not apparent to him" (p. 27) . 27
Response to Literature
A second set of factors often discussed in an
evaluation of reading patterns includes a reader's re- <> sponse to literature. This response includes interpre
tation, taste, appreciation, attitude, and interest var
iables. Rosenblatt (1938) discussed response to litera
ture and maintained that the interaction of book and
reader is essential if reading is actually to become an experience for an individual. "In the molding of any
specific literary experience, what the student brings to literature is as important as the literary text itself"
(Rosenblatt, 1938, p. 82). In the present study, the researcher has sought to discover aspects of the readers' personalities in the case study approach. In a review of related research, Huus (1964a) reported difficulty in classifying-studies in this field since the development of such intangibles has not been effectively measured.
Also, levels of response have not been experimentally defined.
Purves and Beach (1972), in their review of the literature, defined response to literature as a complex process that consists of interrelated parts: understand ing, the possession of information and the ability to grasp verbal and human complexities, psychological readi ness to become as objective as one can, the concomitant 28
psychological ability to enter into the world of the
work, the use of various evaluative criteria, and the
ability to articulate critical statements. They also
assumed that understanding and liking are associated and
that readers are influenced by what they read. Research
ers have found a relationship between response to litera
ture and reading ability. In an analysis of children's
responses to humorous situations in literature, Monson
(1966) was concerned with the following problems: (1) a
comparison of two methods for eliciting children's
response to humor in literature; (2) an investigation
of children's judgment of humor in excerpts from chil dren's books; and (3) an investigation of children's
choices of specific types of humor. The investigator developed pencil and paper instruments for assessing the responses of 635 fifth-graders to selections of five types of humor: character humor, humor of surprise, humor of the impossible, humor of words, and humor of the ridiculous situation. Her conclusion was that chil dren with high intelligence often judge excerpts as more humorous than do children of middle or low intelligence.
In the Burgdorf study (1966), 432 children in grades four, five, and six were divided into two groups. One group read a story silently while the other heard the story read orally. All children were interviewed individually 29
on the questions about the selections and rated on their
answers. Questions pertaining to each of the literary
selections were designed to elicit inferences relating
to eight different categories of information: (1) pur
pose or intent of the author, (2) setting of the story,
(3) elements of style, (4) plot development, (5) char
acterization, (6) realism, (7) reader identification,
and (8) value judgments. Burgdorf concluded that chil
dren with higher reading scores are better able to draw
inferences when asked to read the stories themselves.
However, when the stories are read aloud to all the
children, there is no significant difference in response patterns between or among the intelligence groups. She
reported that scores on drawing inferences from literary
selections are significantly higher when children listen to stories read to them than when they read the stories.
In Peltola's (1963) study of first-grade chil dren's responses to art in picture books, 194 first- grade children were interviewed. Each child was shown eight pairs of books and asked to decide which book in the pair he would like to have a chance to read. The chil dren were free to handle and examine the books; never more than two books were available at one time; no child saw any book more than once. Sex differences were not able in the middle of the continuum of rated books, but 30
both boys and girls agreed upon the top four choices.
Burgdorf (1966) and Monson (1966) also reported no sex
difference in the children's responses to stories.
Weekes (1929), Ring (1968), Morris (1970), and
Cooper (1969) rioted the importance of the child's inter
action with the work. I-ri a study of figurative language
in poetry, Weekes concluded that the child's actual exper
iences are an important element in the child's ability to
interpret poetry and as such influence children's choices.
Weekes' study was an inquiry into the effect of certain
factors of meaning on children's choices of poetry. It was devised to test (1) the extent to which figurative
language and involved sentence structure affect children's choices of poetry and (2) the extent to which actual exper ience as a factor of meaning affects children's choices of poetry. In the preliminary study, a sampling was made of the intermediate grade courses of 35 school systems.
The themes of all poems found listed were classified to discover any significant trends and the results served as a guide in the selection of test material. Forty-one poems in the original and 17 simplified versions of these poems constituted the test material. Four tests and one ques tionnaire were administered to 412 students in three cities and six small communities. The collected data supported the assertion that actual experience has an 31
influence on children's choices of poetry. Children
tend to select poetry that embodies a known experience.
Ring (1968) noted that adolescent readers need
assistance in overcoming the problem of responding ego-
centrically to literature. Four characteristic reading
and interpreting difficulties were identified in a review
of related research: failure to maintain an adequate dis
tance from the works, failure to perceive the focus of
the stories, invention, and egocentrism. Subjects were
62 pupils from two twelfth-grade, college preparatory
English classes. The data analyzed were free written
responses to two short stories. Two groups of 12 sub
jects were selected for comparison: group A consisted of
subjects who described an interpretive process they usually employ; group B consisted of subjects who stated they were unaware of any such process. Ring found for both groups that free responses were characteristically limited in scope and confined to a basic pattern of evaluation in terms of personal preference, description and reiteration of details, and, to a lesser extent, interpretation. The subjects typically dealt with the stories as objective reports of human behavior rather than literary works. Ring implied that direct teaching of a sound interpretive process should be considered important in the teaching of adolescents. Morris (1970) 32
sought to secure insight into the nature of response
patterns of experience readers when reading a difficult
poem. He interviewed 15 high school upper classmen volun
teers. Their free oral introspective comments given in
response to a difficult poem were taped as were their
retrospective answers to 32 questions concerning response
strategy. The responses were typed, divided into thought units, and coded according to a 12 category classification
scheme. Individual response profiles varied widely in each category of interpretation. Morris hypothesized that a developmental trend develops with immature, or younger readers, tending to place emphasis on general response and association to other activities while mature readers place increasing emphasis upon interpretation when reading a difficult poem. Only the most advanced readers move toward a more analytical response to poems.
Cooper (1969) sought to discover whether high school jun iors might have a relatively consistent way of responding to short stories. "Way of responding" was limited to four response categories: engagement, perception, interpreta tion, and evaluation. Finding that most of his young readers attempted to relate the world they perceived in the text to the world they already knew, Cooper concluded that interpretation is the most popular mode of response for high school juniors. 33
The interpretation aspect of response to literature has been studied by Rogers (1965) and Piekarz (1956).
Using eleventh-grade students as subjects, Rogers inves tigated individual differences in the interpretive pro cess. A sample of 28 high school juniors, half low level and half high level readers, furnished the data. Each student was interviewed in terms of structured and unstruc tured questions about a selected short story and completed a questionnaire which explored the integration of the short story with the personal life of the reader within a ten-day period after the story had been read. Other questionnaires explored factors related to the inter pretive process, familiarity with short story writers, attitudes toward reading, and attitudes toward reading short stories. Rogers reported differences between the high and low groups of readers, as measured by an intelli gence test, occur in their comparative familiarity with the short story and with authors, in their ability to grasp literal meanings, and in their ability to grasp implied meanings. Piedarz (1956) secured recordings of interviews with sixth-grade high level readers following silent and oral reading of selected passages. During the interviews, each pupil verbalized his thought and feeling concerning what he had read and answered 30 questions, the answers to which involved nine aspects of interpreta tion. Using a rating scale similar to the Gray and Rogers' 34
(1956) profile, Piedarz analyzed the responses and found
marked differences between high and low level readers.
High level readers are able to produce greater variety
and number of responses, implying a greater penetration
i:han their peers. Low level readers limit their responses
to literal meanings and give only passing attention to
implied meanings and critical reactions. High level
readers remain objective and impersonal in their inter pretation while low level readers have difficulty in main taining an objective attitude and in distinguishing be tween their own and the author's ideas. Even though high level readers possess strong feelings toward the ideas presented in a story, they are able to control their reac tions and to distinguish clearly between their own opinion and those of the author. Low level readers' evaluations expressed stem from an emotional rather than an intellec tual base and are highly personal in nature.
Developing Taste and Appreciation in Literature
Although taste is a component in the total reading response, little recent research has been reported. During the last 20 years, several studies have been conducted in regard to the newspaper, magazine, and book reading inter ests of children, but the topic of developing taste is rarely found discussed. However, theorists have discussed the issue. Seoasta (1968) defined good taste as 35
that quality which is the province of critic and teacher, that quality which each child ought to develop. It is needed, always, but especially now in a transition age when old values become strong in prescribing new ones (p. 22).
Dora Smith (1952) proposed putting boohs on reading ladders
that would go upward from a poor literary level to the heights of boohs by great authors.
Some researchers and theorists have maintained that quality booh selection is an indicator of improved taste in reading.
Booh reading rather than newspaper or magazine reading is a barometer . . . of taste. We tend to associate booh reading with those individuals who desire more substance, depth, and breadth them can be found in magazines and newspapers (Nila Banton Smith, 1963, p. 4).
Worh in the area of appreciation has often included discussions about taste in selecting or responding to lit erature. Carroll (1933) included three categories in a definition of appreciation: sensitivity to style, the ability to appreciate intellectually the deeper meanings of the article or booh being read, and the emotional capa city to respond to the fine shades of feeling found in the worhs of the best writers. He believed that some type of measurement of levels of appreciation is possible for teenage children, using short selections of varying merit. From her discussion of characteristics of sixth- grade readers, Early (1968) defined five different stages of literary appreciation for children and noted that 36
teachers should be able to identify the individual child's
progression through these stages. Early listed descriptors
of the five stages of reading. In the first stage, children
observe that authors often have certain specialties and
recognizable styles of writing. Children in the second
stage can recognize some stereotypes in characterization
and plot development. In the third stage, children have
discovered series books and read many of them. After more
experience with books, children begin to recognize differ
ences in quality among books. At this fourth stage, they
are beginning to develop a set of literary criteria for
evaluating books. Finally, at the fifth stage, children
are able to recognize different forms of literature. Using
Early's stages, an inventory question in the present re
search was developed to study the number and types of
series books read by the children.
According to Cooper (1971), research in the field of appreciation may be thought of as having three foci:
(1) aspects of the literature itself, (2) methods of teaching literature in the classroom, and (3) the charac teristics of the reader. Claiming both research and expert opinion as sources of validity, Carroll (1938) devised a test of prose appreciation for high school students con sisting of 12 sets of four prose extracts— one from a recognized author, one from a book generally considered 37
to be of poor quality, one from escapist fiction such as
found in romance or movie magazines, and one a mutilation
of a good story. All the extracts in one set were on the
same subject. Carroll gave the test to 3,000 Minnesota
high school students. Later versions of the test, now
out of print, were standardized on junior high and college
populations.
For their study of literary appreciation, Williams,
Winter, and Woods (1938) constructed a variety of tests.
On the Age Scale Test, the high school age subjects were
asked to rank a set of 15 compositions on the subject of
"school." In the prose part of the Ranking Method Test,
subjects sorted short prose extracts of a wide variety of
merit according to preference and then resorted according
to favorites. In the prose part of the Paired Comparison
Tests, subjects chose the better of two sentences. In
the Triple Comparison Tests, they were to choose the best
of three sentences in terms of sound of the sentence, logi cal construction, and aptness of particular words. In the connected prose part of the test, subjects were asked to choose the best from among three short prose extracts— the best usually from the Oxford Book of Prose. the middle selection from "an author of an intermediate type," and the worst from popular magazines. Even though the experi menters did not place much faith in the reliability coef ficients because the separate sections of the tests were 38
too short and "the alternative forms too imperfect," they
did find reliabilities for the various tests that ranged
from .36 to .94.
A second approach to assessing appreciation of
literature, the use of objective tests to measure specific
objectives, is exemplified most recently by the large-
scale National Assessment of Educational Progress (1971).
Achievement in literature, one of ten subjects and skills
included in the national assessment, was assessed in 1970-
1971. Those tested were students of nine, thirteen., and
seventeen years of age and young adults between 26 and 35
from all parts of the country. The objectives were written by specialists in literary study, evaluated by school peo ple and laymen, and then returned to the specialists for revision. The broad goals for literary study agreed upon were that the students should be able to (1) read litera ture of excellence, (2) become engaged in, find meanings
in, and evaluate a work of literature, and (3) develop a continuing interest and participation in literature and the literary experience. These then became the basis for the various "exercises" or tests.
More than 40 years ago, Broening (1929) reported evidence of the immediate value of direct teaching of specific elements of appreciation for the literary appre ciation of pupils in grades four, five, and six. Broening 39
devised measures of literary appreciation, using interest
studies and her own background in selecting content. After
teaching literary appreciation so defined to fourth-,
fifth-, and sixth-graders, she compared and interpreted the students' scores on an initial and final application
of the Broening-Literary Appreciation Test as an indica
tor of growth in literary appreciation. LaBrant and Heller
(1939) reported the value of the opportunity afforded in
free reading periods for self-selection and appraisal in promoting more mature interests and tastes among pupils in grades seven through twelve. Their descriptive study was based on a seventh- and tenth-grade class at the Ohio
State University School. Records of their reading kept by the students for three years furnished the data.
A third way to get at appreciation of literature is by content analysis of the oral or written response.
The response can be free or it can be structured in reply to a set of specific questions.
Richards (1929) analyzed the difficulties, stumb lings, and misreadings of college students' readings of poetry. Richards made a practice of asking his own stu dents to write down their responses to a variety of poems without benefit of knowing the authors of the poems. As he reviewed the responses, he found the following to be the main problems of his readers: (1) inability to under stand the poem as a statement or expression, (2) inability 40
to perceive the form of the poem and the movement and rhythm of the lines, (3) inability to respond fully to
imagery, (4) tendency to be misled by erratic associations,
(5) reliance on stock responses, (6) proneness to senti mentality and inhibition, (7) unwillingness to judge the worth of the poetry alone apart from the worth of the views and beliefs about the world stated in the poetry, and
(8) unwillingness to judge a poem for its own merit. These deficiencies were the categories of his analysis.
Using the content analysis approach, Taba (1955) identified four categories of responses to literature: projection, generalizations, self-references, and irrele- vancies. The categories were devised from the objective state by the class in group meetings rather than from an expert analysis of the data later. Taba's study of high school students suggested a way to analyze a large amount of verbal response material to literature. Squire (1964) refined this approach. After recording and studying responses of 52 ninth- and tenth-grade students to four short stories, he then devised seven categories by which to code the response elements: literary judgments, inter- pretational responses, narrational reactions, associational responses, self-involvement, prescriptive judgments, and miscellaneous.
Studies that focus on the mechanics of literary appreciation include those by Choppin (1969) and Broom (1934). 41
Choppin looked at the difference between multiple choice
and open-ended test questions in measuring the understand
ing and appreciation of literature. Two short poems, each
dealing with the subject of death, were chosen; and two
tests, one in multiple-choice format and the other with
open-ended questions, were constructed for each poem. Sub
jects were 275 seventeen- and eighteen-year old students... .
Upon analyzing the results, Choppin concluded there is no
evidence that multiple-choice questions per se measure
anything different than open-ended questions per se. Broom was looking for a physical manifestation of appreciation by using a galvonometer to measure esthetic response and
found no significant physical manifestation of response when high school and college students read selections that had varying degrees of emotional content.
Attitude and Interest
The difficulty in much of the educational research concerned with attitude and interest is a failure to ade quately define and isolate distinguishing characteristics of the two terms. Getzels (1956) defined attitude as a
readiness to react in a particular direction with respect to the given object. We do not ordinarily speak of being driven by an attitude; we are neces sarily driven by our interests (p. 7). 42
According to Getzels, an interest is a
characteristic disposition, organized through experience, which impeled an individual to seek out particular objects, activities, understand ings, skills, or goals for attention to acquisi tion (p- 7) .
Gray and Rogers (1956) looked at the term, interest, from two perspectives. They defined an interest area as one about which a person was sufficiently concerned that he sought related material to read. The term "depth of inter est" was used to define the extent and degree of serious ness of the reader's penetration of a given topic or area.
Purves and Beach (1972) pointed out that the reasons for distinguishing between attitude and interest is that posi tive attitudes toward books may exist without the reader's ever really developing interest in active reading. For example, students may have a positive attitude toward con temporary fiction but never read it. The present study considered the time children spent reading and the inter ests they expressed in school subjects.
Zais (1969) contended that students' attitudes toward reading could not be isolated from personality factors and interests. In his study of sophistication of reading interests as related to selected personality factors and certain other characteristics of high school seniors, Zais contended that the investigator is rarely able to determine exactly which factors in the preferred 43
books appeal to the reader.
The evaluation of growth in sophistication of reading interests has most often taken the form of observing the reader's progression through 'freely chosen' materials. The limited effec tiveness of this technique is generally conceded, however, because the 'free choice' of the reader is subject to such contaminating influences as availability, adult influence, and readability (Zais, 1969, p. 273).
The present research sought to determine the extent of some
of the "contaminating influences" mentioned by Zais through the use of questions in the interest inventory. Zais developed the Sophistication of Reading Interests Scale as a measure of all the variables affecting appreciation.
On the other hand, Peifer (1962) maintained that a scale could be developed to measure students' attitudes toward reading. Using steps patterned after the methods of
Likert, Peifer developed an attitude scale to measure objectively students' attitudes toward reading in the secondary schools. The procedures used to develop the scale included collecting responses of 75 high school students, scoring the items, checking the test out by item analysis, checking on test reliability and validity, and constructing local norms. Using the scale as a measuring device, Peifer reported both low and high attitudes in reading are found in high school students in accelerated, average, and low reading ability classes at all grade levels. 44
Generally, it appears that there is agreement among
authorities in the reading field that attitude and amount
and hind of reading are closely related. For example,
the San Diego, California County Department of Education
(1961) developed an inventory attempting to measure the
reading attitude of elementary school pupils with the idea
that such information would be useful to teachers. Dauter-
man (1970) and McCaul (1949) studied the effects of prior
attitudes upon reading. Two purposes underly Dauterman's
study of dogmatism and reading: to determine the relation
ship between closed mindedness and reading comprehension and
to test out a particular rationale for the teaching of
literature. Twenty high school students, from similar
socioeconomic backgrounds and with similar intellectual
abilities, were administered the Davis Reading Test, after which they read and recorded their spontaneous responses
to a short story. They also responded to a test on dogma
tism and were ranked as open- or closed-minded, using the
Rokeach Dogmatism Scale, with open-minded students being
found to have higher reading comprehension scores than close-minded students. McCaul (1949) tested the hypo thesis that attitudes affect a reader's interpretation of printed matter. Two hundred and forty-one students read one of four short stories that were identical except for the name of the main protagonist. The four names used,
Tom, Roosevelt, Wilkie, and Hitler, were chosen as possible 45
indicators of preconceived attitudes. The students re
sponded to a series of questions about the stories. McCaul
reported that pupils' attitudes tend to affect their inter
pretation of the experimental material in at least one
respect: the motives that they ascribe to the persons
about whom they read. McCaul also noted that the stronger
the pupils' attitudes, the greater is the tendency for
their attitudes to affect their interpretation.
The literature on types of interests is vast. For
the purposes of the present study, the review has been cen
tered on the number of interests and the depth of involve ment as defined by Gray and Rogers (1956). Range of
interests has often been studied in relationship to varied
aspects of the reader. Waples and Tyler (1931) found that
factors which make for differences in reading interests
could be ordered as sex, amount of schooling, occupation, environment, age, and time spent in reading. Summarizing studies done before 1930, Walby (1956) reported that differ-, ing rates of physical and mental growth, school environment, social or economic status, home training, and past exper ience had all been found to affect individual reading preferences. Wittick (1960) proposed that the content of what people read was probably most influenced by the period in which they lived. Huck and Kuhn (1961) noted that
"children's reading interests reflect the pattern of their general interests" (p. 28), with interests changing as the 46
child grows and being reflected in the type of book
selected and the kind of content preferred. Wittick (1960),
Norvel (1958), and Rankin (1944) noted differences or
changes of interests by age and sex. Individual differ
ences in reading interests are great and tend to crystal
lize between the ages of 12 and 16, Gray and Monroe (1929)
concluded from their study of the reading interests and
habits of adults. The present study considered interests
in relation to children's purposes for reading. Generally
the sixth-grade students responded that the reasons they
chose to read a specific book or article was that they were
interested in it. In the case studies, children reported
a specific interest that motivated much of their reading.
Studies that seek to identify and classify child
ren's interests include those by Shores (1954), Shulte
(1969), Ashley (1970), Amatora and Edith (1951), and
Cornell (1941). Shores sought to determine the informa
tional needs of children and what they read about. Pac kets of questionnaires were sent to 270 communities for
children in grades four through eight and to their parents
and teachers. Another 270 questionnaires were sent to
librarians in or near these communities. Communities were selected equally from the nine census regions; from
rural, urban, and metropolitan areas; and from various
socioeconomic groups. Shores noted some sharp sex 47 differences in the data so collected. Boys are more inter ested in astronomy, geology, physical geography, space travel, Indians, science, planes and jets, rochets, boats, sports, and baseball. Girls are more interested in animals, horses, dogs, literature, fairy tales and mythology, mys tery, teenagers and children, famous people, and school.
Shores also reported that pupil interests are not identi cal to their informational needs. Shulte (1969) described the independent reading interests of 6,568 children in grades four, five, and six in 243 classrooms in four states.
Data were gathered by means of questionnaires, a reading interest preference test, and a teacher questionnaire.
Shulte reported a decrease in independent reading interests as grade level increases. Boys are more interested in historical fiction, history, social studies, health, and science. Girls prefer realistic fiction, fanciful tales, biography, recreational interests, and poetry.
Ashley (1970) asked a representative sample of 900
Canadian children in grades four through seven to indicate their likes and dislikes in relationship to 40 reading topics. Mystery and adventure stories were identified as
"peaks of interest" by the subjects, with the least popular topics being grade readers, fables, people of other lands, newspapers, and magazines. Amatora and Edith (1951) reviewed four-year reading records kept by 724 fifth-grade 48 pupils. The children in the study had frequent individual
conferences with their teachers during the period. No
lists of required reading were supplied, but titles were
frequently suggested to arouse interest. After classify
ing the books read as to specific type, the investigators identified hero worship as the main interest area in the intermediate grades. Cornell (1941) conducted a study of the voluntary reading of high school pupils in the Cleve land libraries on the basis of records kept by librarians and analyzed by experts. Cornell reported that the num ber of interests increases with an increase in the amount of reading done. The present study was concerned with the way children perceived their interests as influencing their reading habits.
The relationship between interest and reading comprehension of ninth-grade students was examined by
Berstein (1955). Two selections judged to be widely dif ferent in inherent interest were rewritten so as to make them exactly equivalent in readability. A five-point interest scale and a comprehension test were provided for each page of the six-page stories. The tests were admini stered to 100 ninth-grade pupils in a large metropolitan junior high school. Berstein's results support the hypo thesis that high interest is associated with better reading comprehension. Roderick (1968) looked at interest in terms 49
of whether or not a relationship exists between creativity
and literary experiences of sixth-grade children. Subjects
were 100 students in three central Pennsylvania schools
divided into high, middle, and low creative groups on the
basis of their scores on the Minnesota Test of Creative
Thinking. During a three-month period, children read
from a set of 30 titles provided by the examiner and kept
a log indicating whether or not they liked a book and why.
A panel of authorities in children's literature created
the 30 titles provided by the examiner in terms of its
appeal to the most or least creative child. Roderick
reported that children differ in the choices of books
they make and this is related to their level of creativity.
There are many studies that seek to determine what
is of interest to boys and girls at various ages in their
development. Among the early investigations, Jordon's
(1921) study found that boys prefer adventure stories and
that girls like stories of home and school, love, history, mild adventure, and fairy stories. Terraan and Lima's
(1925) survey of the reading interests and amount of read
ing of boys and girls from ages 11 to 16 was conducted in
connection with the Stanford research on gifted children
in which 1,000 gifted children, ages six to sixteen, with
I.Q. scores over 135, were compared to approximately 1,000 unselected children of the same ages. Intelligence ranges 50
of the unselected group were not noted. Five instruments
were used to collect the data: (1) a questionnaire for
parents on the amount of time the child spent in reading
and the kinds of books and magazines read; (2) a teacher
questionnaire on amount of reading done by children; (3) a
reading record booklet kept by the child reporting biblio
graphic information and opinions of books; (4) an interest
blank used by children to report topics of most interest;
and (5) a questionnaire for 100 graduate students concern
ing their childhood interests in reading. Terraan and Lima
noted that from age nine and up, the breach between the
reading interests of boys and girls widens, with boys
choosing stories of adventure and vigorous action, non
fiction, and animal stories, while girls like fairy tales,
poetry, sentimental fiction, and animals. The amount of
reading increases from age six until about 12 or 13, with
a gradual decrease later; girls also read more books than boys. Lazar (1937) administered a Pupil Background Inven
tory to 4,300 pupils in seventh through twelfth grades in
13 New York City public schools. The items from the in
ventory selected for the specific study of the pupils'
reading interests and activities were school subject liked,
choice of reading as compared with other subjects, kinds of books liked, kind of books liked best, possession of
library cards, number of books read during a month, parts 51
of the newspaper liked best, magazines read, inventory of
titles of books enjoyed most, and inventory of books recently read. She found that girls show a greater inter est in owning library cards and report reading more books than boys. However, she also noted that boys read maga zines more frequently than girls.
Rankin's (1944) findings were used as a basis for later studies. Rankin reviewed the circulation cards of books of contemporary fiction and noted few sex differences in book selection. Rankin also identified five reasons children in grades seven through nine give for selecting books: (1) theme or specific topic; (2) recommendations of other people concerning books; (3) previous knowledge of the author's name or his works; (4) format, pictures, and clear print; and (5) style.
In a later study of reading interests, Norvell
(1959) asked 24,000 children in grades three through eight in New York State to indicate their interest in selected works. In all, 1,576 literary selections were used. The data were similar to those obtained in previous studies: boys prefer prose and girls poetry; boys like adventure and physical struggle, human characters, animals, humor, courage and heroism, and patriotism; girls prefer lively adventure, home and school, human characters, domestic animals and pets, romantic love, sentiment, mystery, super natural, and patriotism. Looking specifically at boys' 52 reading interests, Stanchfield (1962) interviewed 153 boys
in grades four, six, and eight in the Los Angeles City
Schools to ascertain their reading preferences. Each inter view extended over an hour and covered 50 categories of reading interests. Stanchfield reported that "unusual experiences" is the characteristic most highly preferred, followed by "excitement," "suspense," "liveliness and ac tion," and "surprise and unexpectedness."
Cleary (1939) and Link and Hoff (1946) looked at other aspects of the interest question. Cleary's study had three objectives: (1) to ascertain what a large and varied group of seventh- and eighth-grade boys and girls had read during a definite period of time in books, maga zines, and newspapers; (2) to discover their preferences and appraisals of books; (3) to determine the effect that various factors such as intelligence, sex, age, racial and nationality differences, social interests, and educational background may have on their reading. The children kept records of their reading and answered a questionnaire on their preferences. Cleary reported that children who attend movies frequently read more, both books and maga zines, than the average; she also found that those children whose median radio-listening time exceeded three hours per day read fewer books but more magazines. In a similar manner, the present study reported magazine, newspaper, and comic books reading as well as book reading by children. 53
Link and Hoff (1948) used a survey approach with
interviews to ask questions of 4,000 teenagers and young
adults. In a preliminary field test, Link and Hoff found
that the formal education of the respondent is an important
factor in determining his book-reading habits. The higher the education, the greater the frequency with which books are read. In their final study, Link and Hoff reported that people with hobbies tend to read significantly more than those who have no hobbies.
Some studies have been reported where researchers try to increase and broaden reading interests. Fox (1947)
0 sought to broaden interest and develop children's awareness of quality material. She conducted an experiment to pro mote interest in reading with 21 pupils in grades four and five. Tests constructed by the experimenter were given to locate reading level, interest and activity, to evaluate traits, and to diagnose reading habits. The program in volved workbook lessons, free reading lessons, and story time where the teacher read aloud to the class. Fox reported that children's interests expand to more fields and types of literature as a result of a reading program.
Miller (1969) compared children's interests and teacher's knov/ledge of children's literature. Four basic teacher competencies for fostering interest in books were distilled from recommendations by authorities in reading. They 54
included: (1) a knowledge of a wide range of children's
books, (2) a knowledge of children's interests. (3) a
knowledge of how to set the stage for the love of reading,
and (4) a sensitivity to what distinguishes a good book
from a mediocre one. The investigation involved nine
fifth-grade and seven sixth-grade teachers and their 414
students in five elementary schools. Instruments were
selected and constructed to measure 17 teacher performances
and practices associated with the four recommended com petencies. The students responded to a questionnaire that
included questions on number of books read and special read
ing interests. After comparing the teacher and pupil forms,
Miller maintained that a gap appeared between the sugges tions <5f authorities and actual teacher practices in fos tering interest in reading. Bissett (1959) developed a program that increased accessibility to books for children and taught library skills in an effort to broaden children's interest patterns. One hundred and ninety children in seven fifth-grade classrooms were trained in recording all books read outside of class. Classrooms were assigned randomly to three treatment groups:• (1) simulating normal procedures, (2) increasing accessibility to books but not offering specific programs to give children knowledge about books, and (3) devoting 90 minutes of language arts instruction time to teacher and peer recommendations of 55
the books in the classroom libraries. Bissett reported a
significant rise in the number of books read with increased
accessibility and recommendations. The teacher question
naire developed for this study attempted to distinguish
aspects of the teachers' methods that encouraged reading
in the classroom.
The depth of interest, according to Gray and Rogers
(1955), helps indicate the extent and degree of seriousness
of the reader1s penetration of a given area or topic. In
their study of maturity in adult reading, three factors
were found to be identifiable as indicative of depth of
interest: (1) the reader's knowledge of the field; (2) the
nature of the materials read on the given subject; and
(3) the nature of the reaction to the materials read. In
his study of children's reading behavior, Clark (1959)
examined the family context of boys1 reading and the rela
tionships among boys' print use. Subjects were 137 Seattle
families of tenth-grade boys. The boys and their parents were interviewed in an attempt to describe the boys' read
ing patterns as they relate to adult reading. Clark found that boys who are heavy book readers do not exhibit any distinctive pattern of book interest. 56
In reviewing the research in interest-in-reading,
Weintraub (1969), Jan-Tausch (1970), and Purves and Beach
(1972) criticized the research techniques employed in many
of the studies. Weintraub noted that as each researcher
has developed categories of reading interests, the same
topic has sometimes been placed under different categories.
He reported a second problem concerning survey and struc
tured multiple-choice questionnaires is that the adult in
vestigator might not be drawn by the same element in a cate
gory, story, or illustration that attracts a child. Jan-
Tausch concluded that many investigations have been made
to discover the group interests of children according to
intelligence levels, age and grade groupings, sex, socio economic, and nationality differences. However, there has been a scarcity of studies designed to determine the basic
interests of the individual child and how they relate to the child's choice of reading material. In his own study,
Jan-Tausch had 100 children in seventh- and eighth-grades express their major theme preferences by selecting illus trations. The test instrument devised for this study con sisted of 36 illustrations involving 12 categories or themes. He concluded that children's interests vary and that their responses to pictures tend to be pluralistic rather than singular. 57
Purves and Beach (1972) listed another bias of many
studies. They contended that the researchers never quite • * free themselves from the notions of what students' interests
"should be." Thus, certain subject matter, for example sex
and drugs, has been totally ignored. They propose that
interests reported from studies are "group interests" and
not individual interests since most studies look at the
student population as a whole.
Theorists or generalists have also written widely
about children's reading interests. For example, Huus
(1963a) listed children’s interests by their grade level
in school. After discussing the developmental growth in
interests, Frank (1960) maintained that an 11 or 12 year-
old child may find pleasure in certain books that run in a
series. She listed three values of series books: (1) gen
uine pleasure in meeting familiar characters; (2) the
child's interest in the characters and what happens to the
characters; and (3) the enjoyable experience for the child
of reading on his own. The lists of series books supplied by Frank were modified and used in the interest inventory
of the present study. Betts (1961) listed characteristics
thought to apply to the 11 year old reader. According -_o
Betts, at age 11 most children are reading ten or more books a year on their own. Girls' interests in fiction reaches a high point and boys enjoy a heavy diet of books 58
and articles on science and invention. Boys and girls have
a high interest in tales of adventure and in mystery stories.
Other Aspects of Reading Behavior
Relationships between reading and intelligence,
reading ability, time spent reading, and sex have also been
much studied. These factors were used to compare children
in the present study.
Findings on the relationship of intelligence and
amount of reading vary. Terman and Lima (1931) noted that
their exceptionally bright children read on an average of
three to four times as many boohs as children of average
intelligence. As already reviewed, their findings were
based on a study of 2,000 students of six to 16 years.
Carroll (1934) gave 600 junior high students and 270 senior
high students the Carroll Prose Appreciation test and com
pared the scores to the students' I.Q. scores. He reported
the correlations indicate a marked degree of relationship between intelligence and the ability to appreciate litera
ture. Lazar (1937) found the amount of reading done by dull children is measurably less than that done by bright
children in her study of 4,300 high school pupils. She obtained correlations between the number of books read and the intelligence quotient of .40 for boys and .36 for girls. 59
Strang (1942) noted positive correlations between interpretive reading skills and intelligence and suggested that growth in appreciation is affected by mental maturity.
She interviewed 112 adolescents and adults using a pro cedure "somewhere between the standardized reading test procedure and the flexible social or psychiatric case- study method" (Strang, 1942, p. 5). However, Wollner (1949) found a correlation of less than .44 between intelligence, reading skills, and interest in reading and thus called into question the adequacy of generalizing a relationship between intelligence and voluntary reading. In analyzing her data, she noted that voluntary reading is related to intelligence, reading ability, sex, factors in home and school environment, factors in adolescent development, other leisure time pursuits, and individual emotional adjustment. Wollner collected data on eighth-grade pupils at the Horace Mann-Lincoln School of Teachers College over a one-year period. The data were collected from three major sources: standardized tests, school records, and special procedures.
Norvell (1958) claimed that superior, average, and slow pupils usually enjoy the same kinds of reading mater ials. His report is based on 960,000 expressions of opin ion on report forms from 2,400 children in grades three to six in schools in New York State. The report form provided 60
the child's name, grade, age, and sex to which the I.Q.
score was later added. The children listed what they had
read and rated it as "very interesting," "fairly interest
ing," and "uninteresting." Other studies have shown that
* children of various intellectual levels are at least inter ested in the same subjects though often at different
chronological ages.
Clarke (1969) studied the amount and kinds of
reading done by 137 tenth-grade boys. The boys were inter viewed and asked to respond to a questionnaire. In analyz
ing the data, Clarke maintained that the correlations be tween skills and print use are too modest for predictive use in the classroom. Among school populations, as Gray
(1960) reported in a review of research, correlations between intelligence and reading achievement tests tend to cluster between .40 and .60. While this substantial, positive relationship would be considerably higher if the full range of intelligence were sampled, the fact that it was not higher suggests that other factors than intelli gence per se affect reading achievement, that specific aspects of intelligence may be more highly correlated with reading achievement than others, or both.
Henderson and Long (1970) found a correlation be tween reading skills measured by achievement tests and quality of reading, in their.study of the independent 61
reading behavior of 150 achieving fifth-graders. However,
they contended that the relationship between intelligence
and reading achievement is suspect since the two standard
ized tests may measure the same variable. Their study
directed attention toward the quality and variety of chil
dren's choices of boohs as well as to the number of boohs
read. These variables were intercorrelated with standardized
achievement, X.Q., and a number of noncognitive and demo
graphic variables. Indices of quantity, variety, and
quality were derived from (1) records of library usage,
(2) the child's own record of boohs read, and (3) time
records of out-of-school activities.
Factors other than reading achievement test scores
and intelligence that contribute to the development of a mature reader, according to Gray and Rogers (1956), in
clude amount of time spent reading, number of interests, depth of interests, awareness of purposes for reading, number of purposes leading to reading, and the type of materials read.
According to most studies, girls spend more time reading and are more interested in reading. Lehman and
Witty (1928) reported girls frequently select "reading boohs" as one of their favorite activities and more fre quently judge reading to consume more time than any other activity. Five thousand children were ashed to chech from 62
a comprehensive list of 200 activities only those in which
they had voluntarily engaged in during the preceding week.
One of the items included in the list was "reading books."
The pupils were, directed to mark this activity if they had
engaged in it "just for fun" during the preceding week.
In addition to checking the activities in which they had
participated, the children were also asked to designate
the three activities which they liked best and the one
activity which in their judgment had consumed the largest
amount of time. Lehman and Witty concluded the sex dif
ference is clearly marked. However, Wollner's (1949) find
ings question these assumptions. In her study, Wollner noted that a difference between eighth-grade boys and girls appeared only in the measure of self-rating, not in actual reading behavior. Wollner found that certain boys do more reading and withdraw more books than girls of the same age, reading ability, and intelligence.
Asheim (1956) contended that time spent reading is a factor which makes for differences in reading interest.
Gray and Rogers (1956) also maintained that time devoted to reading did not bear a consistent relation to other aspects of the reading behavior. Other forms of media compete for a child's reading time. Nila Banton Smith
(1963a), in a review of related research, noted that data revealed children on an average were devoting about one 63
hour per day to voluntary reading and three hours per day
to viewing television.
Home and School Environment
External factors help mold an individual's reading
pattern. There is considerable evidence that parental
attitudes and the nature of the home environment are impor
tant determinants of a child's reading success. In the present study, the home environment factor was used as a basis for questions on the interest inventory and as a main purpose of the parent interviews. Eddings (1956) examined the cumulative and reading records of sixth-grade children and ashed parents to respond to a questionnaire. Eddings noted that the educational background of the parents tends to be related to the reading growth of pupils rather than occupation statue. Carrello (1957) interviewed good and poor fifth-grade readers and analyzed the responses of parents to a questionnaire on the home literary environ ment. He stated that home environment is the genesis of reading ability, especially as it is concerned with paren tal attitudes of personal enjoyment in reading, acceptance of the school, and pride in their child's accomplishments.
Jefferson (1958) investigated and analyzed the relationship between the reading preferences of elementary school children and parental estimates of those choices.
He asked the fifth-grade students and their parents to 64
respond to questionnaires about reading interests and
preferences. Jefferson found that parents often estimate
their child's reading preferences accurately.
In his parent interviews, Clarke (1965) attempted
to discover what parental behaviors are effective in
socializing children's print use, in increasing their use,
and in fostering parent-child similarities in print use.
He found evidence that parental socialization values and
the nature of the child-parent relationship are important
$ determiners of children's interest in serious newspaper
content. Hughes and Willis (1965) invited 1000 seventh-
grade children in the Salt Lake City area to nominate
children they thought were "extended readers." This pro
cedure identified 58 readers who were matched on sex,
intelligence, and reading placement to 58 other children.
The selected "extended readers" and their parents were
interviewed. The study indicated that parents who are
professed "wide-readers" tend to have offsprings who have developed the same trait.
The family position of the learner and its rela tionship to reading achievement for 300 good and 300 poor readers was investigated by Otto (1965). At the sixth- grade level, a significant difference was found to favor the oldest child or an only child. However, when all readers were considered, only the oldest child could be 65
used as a reliable guide for the prediction of reading
achievement.
Ketcham (1966) found that the following home back
ground factors are related to reading achievement for 582
students in grade ten: (1) mother's use of the library,
(2) the number of newspapers and the quality of magazines
in the home, and (3) the nature of the father's job.
Powell's (1966) study sought to discover the amount of
extensive reading done by children from different supply
sources. Pupils in grades four, five, and six in two dif
ferent elementary schools were interviewed. One school had
classroom collections? the other school was adjacent to a
public library. Neither school had a school library.
Powell reported that the more immediate the access to the
library material, the greater the amount of pupil recrea-
tory reading. Findings of these studies support the con
tention that outside environmental activities and institu
tions affect the child's individual reading patterns.
Hansen (1967) gave 48 fourth-grade children an
attitude scale to assess their self-commitment to indepen dent reading. From these scores, students were grouped
into high and low groups. Each home was then visited to gather information on the home literary environment. Upon analyzing the data, Hansen concluded that factors in the home environment are better predictors of reading attitude 66
than either social class characteristics or test
I,Q.
Studies of children's reading and amount of time
spent watching television were conducted hy Witty and
Kinsella (1958). -They concluded that children are reading
somewhat more than they did before the advent of television.
However; there are some who read less now; these children
are considered a real problem by their parents and teachers
who often look on television as a threat to reading. In a
later study, Witty (1961) reported that the average amount
of reading had probably increased a little since the advent
of television. However, the small amount of time devoted
to reading, which averages about an hour each day, was in
sharp contrast with the three hours a day daily given to television by younger pupils. Time spent reading and time
spent watching television by sixth-grade children was com pared in the present study.
Another environmental influence on children's read ing that has been studied is that of school and community libraries. As part of a study on library usage, Gaver
(1963) classified school libraries into classroom collec tions only, centralized collections, and school libraries.
The purposes of Gaver's study were twofold: first, to develop instruments which would evaluate the programs of library services available in elementary schools; second, to study the resulting scores and rating in terms of 67
(a) their relationship to measures of educational achieve
ment and community position and (b) their ability to dif
ferentiate between schools having degrees of library pro
vision. The study primarily covered traditional printed
materials such as books and magazines. Two basic groups
who responded to this study were (1) the teaching and ad
ministrative staffs of six schools representing one of
three different library categories and (2) sixth-grade
pupils of these schools. Gaver reported that the amount of
reading done is related to the nature of the library pro vision in the school.
In a discussion of the school reading program and
the library, Cianciolo (1968) maintained that
extensive school library holdings enable the read ing teacher to implement an individualized reading program effectively, for, as children may pursue their own interests and needs independently, make their own selections, and read at their own rates, the teacher may incorporate the concepts of self selection, seeking behavior, and pacing to the teaching of developmental reading (p. 44).
For these reasons, schools with libraries were selected
for the present study.
Methods of Improving Readincr Behavior The teacher's role in stimulating voluntary reading has been discussed by theorists. Stauffer (1959) gave four processes for developing lifetime habits of reading:
(1) teachers need to have a clear understanding of each 68
pupil's personal and social growth and adjustment; (2) tea
chers need to be thoroughly familiar with books; (3) tea
chers need to have a wealth of books available for chil dren; and (4) teachers need to organize their programs so as to focus attention on the interests and needs of the children.
Huck (1962) maintained that schools are teaching children the skill of reading but are not helping children develop the habit of reading. "In many instances we have developed an illiterate group of literates— adults who know how to read but do not read" (p. 307) . Arbuthnot (1962) listed four characteristics of a good literature teacher:
(1) the teacher reads stories aloud; (2) the teacher reads poetry aloud; (3) the teacher talks about books to her children as informally as she might talk about baseball; and (4) the teacher is not afraid to share some of her adult enthusiasm with her children. Arbuthnot believed that only a teacher who knows and likes to read and talk about reading will develop children who also know books and will grow through reading. Appreciation for literature needs to be fostered, according to a later article by Huck
(1965), as through a daily story hour, for example.
Iverson (1967) emphasized that the enjoyment of literature does not just grow as the child matures; the teacher has to encourage it and has to teach for it. He 69
distinguished between skill building and the study of lit
erature in the reading program. In skill building, a child
has to know "what" a word means. In literature study, a
child must be more concerned with ".how" a word means.
In a discussion of the book, Ginger Pyle. Tyler
(1965) suggested that it might be helpful to use psycholo
gical theory to understand the appeal of children's books.
She believed children's books should be analyzed in terms
of psychological theory.
Conclusive research is lacking in regard to the
types of school experiences which affect voluntary reading.
However, an investigation by Hunnicut (1943) supported the
belief that amounts of reading, variety of choices, and
outcomes in satisfaction are more highly related to an
"activity" program that places emphasis on wide reading
opportunities and freedom of choice than to the traditional
educational program. Hunnicut sought to determine the
differences in reading patterns which might develop when
children were exposed to divergent patterns of teaching in
a six-year study involving two teaching programs in two
schools, one program an activity based program and the other following a basal-skill approach.
Other researchers have tried comparing methods of
instruction in an attempt to stimulate voluntary reading.
Lawson (1964) compared four methods of instruction: the 70
conventional based on the basal reader, the individualized
approach, a combination of conventional and free reading
approach, and a free reading approach with limited basal
use. Lawson found a procedure that included an equal
amount of time spent in conventional instruction and free
'reading is the most likely to be a positive factor in
encouraging children's free reading. Pfou (1967) estab
lished two groups of 170 first-grade readers and followed
their progress for two years. The experimental group was
exposed to new methods of teaching and many supplementary
books while the control group relied on the traditional basal method of reading instruction. Pfou reported chil
dren who participated in a planned program of recreational
reading did significantly better on measures of interest in
reading.
Fader (1968) encouraged high school age boys to
read by supplying them with numerous paperbacks. He con cluded that the more accessible the books, the more boys will read. Bissett (1969) established three treatment groups using 190 children from seven fifth-grade class rooms. Classrooms were randomly assigned to treatment A which simulated normal classroom procedures, treatment B which increased accessibility of books, but in which no program was instituted to give children knowledge about the books or to recommend titles to be read, and treatment C 71
in which the teachers devoted 90 minutes of language arts
instruction time to teacher and peer recommendation of the
books in the classroom library. The third treatment group
read more books than the other groups. Bissett concluded
that an increased accessibility and knowledge of books
increases the number of books children read.
Summary
Theorists and researchers have looked at various
aspects of children's reading behavior. Characteristics
of concern have included purpose, response to literature,
age, sex, interest, appreciation level, and teacher motiva
tion techniques. An understanding of parts of children's
reading behavior is needed before an attempt can be made
to describe the total reading profile of active child readers.
Chapter III will describe the methods and proced ures used in this study. CHAPTER III
METHODS AND PROCEDURES
Chapter III contains a description of the sample population, instruments, and procedures used in this study.
Statistical treatment for the 21 hypotheses is presented.
Sample
Sixth-grade children in two suburban Columbus school systems reported their reading habits for this study. These systems both have school libraries staffed by professional full-time librarians. The library programs in all participating schools have been in operation two years or more. Two hundred seventy-six children in 11 classrooms selected by school officials participated.
These classes were all heterogeneous in pupil population.
Experience of the teachers ranged from three to 20 years, and teaching may be characterized as basically traditional although some teachers were moving toward a more informal approach. . .
Community A is a city of 40,000 people and ranks second highest in income per family in Ohio for cities of more than 25,000 people, with 85 percent of the homes
72 73 owner-occupied. There are seven elementary schools, two junior high schools, and one senior high school in this district that serves a 9.7 square mile area. All schools have libraries and full-time librarians. The community also supports a public library. One hundred ninety-four sixth-grade student in nine classrooms and three schools in this system participated in the study.
Community B is located on the far north side of the
Columbus metropolitan area and is also known as well to do, with more than 85 percent of its homes owner-occupied.
The public school system serves a 20 square mile area with six elementary schools, two junior high schools, and one high school. All schools have staff librarians and school libraries. The residents also support a public library that is considered one of the most complete in northern
Franklin County. Eighty-two children in three classrooms of one school in this system participated in the study.
Mental maturity scores for children in Community A were available and are reported in Table 1. Mental matur ity scores were not available for children in Community B.
The reading section of the Iowa Test of Basic
Skills was administered in fifth grade to children in
Community A. Scores are reported in Table 2. Community B administered the California Achievement Tests to children in the fourth grade. Reading scores are reported in Table 3. 74
Table 1
Means and Standard Deviations of Quotient Scores by Classroom on the California Test of Mental Maturity
(Approximately 182 Students)
Classroom Mean Standard Deviation
1 117.652 11.904
2 121.040 12.351
3 123.826 12.525
4 113.391 11.252
5 116.250 9.646
6 115.318 7.631
7 113.208 11.348
8 115.818 9.738
Note: The California Test of Mental Maturity was administered in Grade 4. 75
Table 2
Means and Standard Deviations of Reading Scores by Classroom on the Iowa Test of Basic Skills
(Approximately 182 Students)
Classroom Mean Standard Deviation
1 6.83 1.182
2 6.99 1.212
3 6.99 1.141
4 6.31 1.265
5 6.36 .762
6 6.26 .653
7 6.74 1.093
8 6.92 1.330
Note: The Iowa Test of Basic Skills was administered in Grade 5. 76
Table 3
Means and Standard Deviations of Reading Scores by Classroom on the California Achievement Tests
(Approximately 80 Students)
Classroom Mean Standard Deviation
9 5.73 1.092
10 5.84 2.111
11 5.71 1.855
Note: The California Achievement Tests were administered in Grade 4. 77
Development of the Instruments
The instruments used in this study were developed
by the experimenter after a review of the related research.
Two professors in early and middle childhood education
advised on the development. As part, of the process, a two-
week pilot study was run in one fifth-grade class during
which children offered suggestions that were used to clar
ify the wording of directions and simplify the format of
the instruments.
These are the seven instruments used in the study:
Librarian-Teacher Nomination Form. On this form
(see Appendix A ) , teachers and school librarians were asked
to identify the most active readers among the sixth-grade
children in their schools; they were asked to supply at
least five names.
Student Nomination Form. On this form (see Appen
dix B), students were asked to nominate classmates whom
they believed read a great deal. An operational defini
tion of active readers was supplied. Children were invited
to nominate themselves if they believed they met the descrip tion of an active reader.
Interest Inventory. Children filled out a form entitled "My Reading Habits and Interests" (see Appendix
C). Seven questions required a closed response and were selected to gain quantifiable descriptors of the sixth- 78
grade readers. Two open-response questions concerning
series kooks and favorite books were also included.
Reading- Record. The reading record was developed
to collect information that would identify children's rea
sons for reading (see Appendix D). The form was based on
the definition of primary purpose by Helen Smith: "the
reading 'set' used to determine that which the reader in
tended to get from the selection as perceived by the chil
dren" (H. Smith, 1966, p. 10). Subjects were instructed
to record what they had read under the purpose that they
felt best described why they read the material. The chil
dren also were asked to classify the material in terms of
type of publication.
Teacher Estimation Form. Teachers rated each child
in their class as above average or average in his general performance as a student (see Appendix E) . General per
formance was defined as the child's general attitudes,
abilities, and actions as demonstrated by his ability to
adjust and to succeed at assigned and independent tasks.
While the teacher's perception of a child's general ability may sometimes be biased, it is the measure relied upon in most grading situations in the elementary school.
Standardized Test Scores. The researcher was allowed access to the mental age and reading achievement test scores of the children in the study that were on file 79
in the school systems. Community A had on record the
scores from the California Test of Mental Maturity, which
had been given in the fourth grade, and the Iowa Test of
Basic Skills. which had been administered in the fifth
grade. Community B did not have a mental age measure but
allowed the researcher to record the scores on the Cali
fornia Achievement Test, which had been administered in the
fourth grade. Parental approval was needed to release the
scores and a form was developed for that purpose (see Appen
dix F).
Teacher Interview Form. The researcher asked the
teachers of the six children interviewed in the case stud
ies questions concerning the teaching methods used in their
classrooms (see Appendix H). Questions were included that
dealt with the number and variety of books and printed matter available in the classroom. The teachers also
reported books read to the class. The interviews were held during the school day.
Home Interview Form. The researcher interviewed the parents of the six children selected for case studies
(see Appendix G) to gain more information about the reading history and home environment of the children. Among the questions asked during the interview were those concerned with the amount of reading materials in the home as well as those designed to discover the parents1 attitude toward children's reading in general (see Appendix H). 80
Student Interview Form. Six children, selected as
active readers, were interviewed using a case study
approach. The questions (see Appendix H) were designed to
gain more information about the reading history and social
background of the readers. Many of the questions were
open-ended to allow the children to respond freely. The
children were interviewed individually.
Procedure
The researcher first met with the teachers, librar
ians, and principals of the selected schools to present a
summary of the study and a copy of the instruments. A discussion of the intent and procedures of the study
followed.
Each of the 11 classrooms was visited by the re searcher six times during a three-week period. After analyzing the results of the pilot study, the researcher had developed a lesson plan (see Appendix I) to introduce the study to the classes. During the first visit, various aspects of the study were discussed with the students.
Although the specific hypotheses were not mentioned, the students were told that the study was an attempt to describe average sixth-grade readers. Care was taken to enlist cooperation since it was believed that a favorable attitude would be reflected in the quality and quantity of the response to the instruments. 81
At this first meeting, the researcher also pre
sented three forms: the student nomination form, the
reading record, and the reading inventory. Children and
teachers filled out their respective nomination forms at
the same time. The reading record was discussed in some
detail since this form was to he used at each subsequent
visit. Finally, the children answered questions on the
reading inventory. Each initial visit lasted 30 minutes.
The researcher tabulated the number of nominations
received by each child. A maximum of four nominations was
possible: those of the teacher, the librarian, other stu
dents, and the student himself. Children receiving nomina
tions from three sources were identified as active readers
for purposes of this study. From the total sample of 276
children, sixty-three were identified as active readers
through this method (see Table 4).
Table 4
Number of Active and Other Readers
Active Other
Boys 22 118
Girls 41 95
Total 63 213 82
The children responded to the reading record on
Mondays and Fridays over a three-week period in late aut
umn. On Mondays, the children reported reading they had
done over the weekend. On Fridays, they reported their
weekday reading, which included class assignments. Al
though active readers were identified early in the data
collection process, they received the same directions and
forms as the other readers in their classes. The teacher
estimation form was presented during the last classroom
visit. The researcher distributed and collected all forms
during the series of meetings with each class.
The parent, student, and teacher interviews were
scheduled for the two weeks following the last presentation
of the reading record. After the first week of the study,
a list of children nominated as active readers who had
reported reading for the maximum number of purposes was prepared by the researcher. From this list, six children were selected for the case study interviews by the teachers,
librarians, and researcher. Factors that influenced the decision were teachers* opinions of the children's ability
and possible parent cooperation. Parents were interviewed
(see Appendix H) in their homes. Except in one case where both parents were present, the mothers of the students were those questioned. The teachers and students were interviewed at school. The principals also responded to 83 general questions about the six children. The case studies are reported in Chapter IV, Part II.
Design of the Study
The intent of the study was to look at possible descriptors of active readers. The data collected from the reading record were analyzed to test for significance be tween the responses of various groups of readers. Children were grouped by sex, mental ability, classroom, and nomina tion to the active reader group. The hypotheses presented in Chapter I were rewritten in the null form for statisti cal analysis purposes. The null hypotheses follow:
1. A purpose of this study is to describe the relationship of factors in the reading behavior of the entire group of sixth-grade readers.
H^: Boys will not read for a greater range of purposes than will girls.
E^: Girls will not read more books than boys.
H^: The children will not read for more purposes during the week than on weekends.
H^: The children will not read more books on weekdays than on weekends.
H(-: The children will not read more magazines, newspapers, and comic books on weekends than on weekdays.
Hgj The boys will not read more magazines, news papers, and comic books than girls. 84
2. A purpose of this study is to describe the
differences of active and other sixth-grade readers.
H_: There will be no significant difference in the number of girls in the active group compared to the other group.
Hft: Children selected as active readers will not report rereading more books than other read ers.
Hg: Active readers will not read more books than other readers.
H1n: Active readers will not read more magazines, newspapers} and comic books than other readers.
H. ..: The mean mental age scores of the active read- ers will not be higher than the mean of the other readers.
H19: Children selected as active readers will not have a higher mean reading achievement score than other readers.
H,-: Teachers will not classify a significant num ber of active readers as above average in their general performance as students as compared to other readers.
H, .: Children selected as active readers will not read for a greater range of purposes than will children in the other group.
3. A purpose of this study is to describe the re lationship of various factors in the reading behavior of active readers.
H.-: Active boy readers will not read for a wider range of purposes than active girl readers.
H.fi: Active girl readers will not read a greater number of books than will active boy readers. 85
H,„: Active boy readers will not read a greater number of comic books, magazines, and news papers than will active girl readers.
ELr: Active girl readers will not reread more books than active boy readers.
4. A purpose of this study is to describe the relationship of reading behavior and classroom groupings of sixth-grade readers.
Hiq: Children in one classroom will not read for a wider range of purposes than will children in other classrooms.
H__: Children in one classroom will not read more books than children in the other classrooms.
H?1: Children in one classroom will not read more magazines, newspapers, or comic books than children in another classroom.
5. A purpose of this study is to describe the school, home and personal environment of six active readers.
Cast study reports are found in Chapter IV, Part II.
Treatment of the Data
Four statistical tests were used to analyze the data. On hypotheses concerning a comparison between boys and girls or between active and other readers (H^, Hg, Hg,
Hg, Hg, H11, H12, H14), a two-sample t-test was used.
To analyze questions concerning types and amounts of read ing reported on weekdays and on weekends (Hg, H^, H,-), the paired jt-test was used. To analyze questions concerning relationships between classrooms (H-^g, Hgg, **21^ * 86
analysis of variance was run. Finally, on the hypotheses
concerning teachers' classification of students (H^g) and number of girls in the active reading group (H^), the
chi-square test was run.
The responses to questions on the interest inven tory were compiled and are reported in Chapter IV, Part III.
Children were grouped by sex and by nomination to the active or other group in this section.
The responses of parents, teachers, and children are reported in the six case studies that appear in
Chapter IV, Part II.
Summary
In the present chapter, the procedures and design of this study were outlined in detail. Seven instruments were developed by the researcher to identify active and other sixth-grade readers and to elicit responses that would help to describe reading behavior and habits of children.
Two hundred seventy-eight children in 11 class rooms participated in this study. Teachers, librarians, and students nominated children they considered active readers. Active and other readers reported the type and reasons for their reading over a three-week period. Six children, selected from the active reader group by 87
teachers, librarians, and the researcher, were inter
viewed in a case study approach.
The following chapter will present the data gathered and discuss appropriate analysis of such data. CHAPTER IV
ANALYSIS OF THE DATA
PART Is GENERAL FINDINGS
Two hundred seventy-six children used the reading
record form (see Appendix D) six times over a three-week
period to report on their weekend and weekday reading
activities. The children noted the materials they read
and selected the purposes that best described their read
ing.
Before turning to a discussion of the hypotheses,
it may be of interest to note the amount and variety of
reading reported by the group as a whole. Children read
an average of 13-53 books over the three-week period. This
number included information and pleasure books. The week
day count of books read was 9.63 per child which was more
than two times the number of books reported read by the
children on weekends. The weekend book reading average per child was 4.48 books. Children read an average of
5.09 magazines over the three-week period. The number of magazines reported read on weekdays was 2.67 magazines per
child compared to a weekend average of 2.49 magazines per
88 89
child. The number of newspapers read on weekdays was 2.67
per child and did not differ much from the average of 2.49
newspapers read on weekends. The total average number of
newspapers read was 5.09 per child. Finally, comic book
reading averages were much less than the other averages
with 1.12 comic books reported read per child. Weekday
comic book reading of .58 comic books per child was similar
to the weekend averages of .61 comic books per child. A
summary of the materials read by the children is reported
on Table 5.
Table 5
Summary of Materials Read on Weekdays and Weekends
Mean Standard Deviation
Books Read Total 13.53 6.71 Weekdays 9.66 7.48 Weekends 4.48 3.42
Macrazines Read Total 3.41 2.76 Weekdays 2.05 1.80 Weekends 1.36 1.50
Newspapers Read Total 5.09 2.74 Weekdays 2.67 2.05 Weekends 2.49 1.50
Comic Books Read Total 1.12 2.63 Weekdays .58 1.66 Weekends .61 1.84 Note: 276 children reporting. 90
The descriptors of active and other readers that
are drawn from the data are reported in terms of the five purposes of the study set forth in Chapter III. In all
cases, the .05 level of significance is considered grounds
for acceptance of the 21 hypotheses to be examined.
Sixth-Grade Readers as a Group
One purpose of this study was to describe the rela tionship of factors in the reading behavior of the entire group of sixth-grade readers. In this section, hypotheses
1-6 are restated and examined. Hypothesis 1 stated in the null form follows:
"Boys will not read for a greater range of purposes than will girls." The number of purposes reported by boys and girls were compared, using the two sample jb-test. The average number of purposes reported by boys was 2.78 and the average for girls was 2.92 (see Table 5). The t-value of -1.86 approached significance at the .05 level but did not reach it. Therefore, the null form of Hypothesis 1 was not rejected. Boys and girls read for about the same range of purposes.
The second null hypothesis was "Girls will not read more books than boys." Girls read an average of 15.34 books compared to an average of 11.78 books reported by the boys (Table 6) . The number of books read by boys and girls was tested for significance using the two-sample jt-test. 91
The t-value of -4.56 was strongly significant at the .05
and .01 levels. Therefore, null Hypothesis 2 was rejected.
Girls did read more boohs than boys.
Table 6
Boys and Girls1 Responses to Number of Purposes and Number of Materials Read
Bovs Girls S tandard S tandard 2-Sam- Mean Deviation Mean Deviation pie t-value
Purposes 2.78 .82 2.92 .87 -1.86 Books 11.78 6.36 15.34 6.61 -4.56* Magazines 3.56 2.94 3.26 2.56 .88 Newspapers 4.78 2.71 5.41 2.74 -1.95 Comic Books 1.64 3.29 .59 1.54 3.43* *Significant at .05 and .01 levels •
For Hypotheses 3, 4, and 5, the paired t-test was
used to compare the children's weekend and weekday reading.
The null form of Hypothesis 3 was "The children will not
read for more purposes during the week than on weekends."
Children read for an average of 2.56 purposes on weekends
compared to an average of 3.06 purposes on weekdays (see
Table 6). The paired t-value of -10.91 was significant at
the .05 and the .01 levels. This allowed for the rejection
of Hypothesis 3 in its null form. The children read for more purposes during the week than on weekends. The re
sults of Hypothesis 4 were similar. Hypothesis 4 stated
that "The children will not read more books on weekdays 92 than on weekends." The average number of books reported read by the 276 children on weekdays was 9.66 books com pared to an average of 4.48 books per child on weekends
(Table 7). The paired _t-value of -12.89 was significant at the .05 and .01 levels. Therefore the null was rejected.
The children did read more books on weekdays than on week ends .
Table 7
Children's Responses to Weekend and Weekday Reading
Standard Paired Mean Deviation t-Value
Purposes Weekend 2.56 .97 -10.91* Weekday 3.06 .92
Books Read
Weekend 4.48 3.43 -12.89* Weekday 9.66 7.48
Magazines Read Weekend 1.80 2.05 6.34 Weekday 1.36 1.50
Newspapers Read Weekend 2.49 1.50 -1.50 Weekday 2.68 2.10
Comic Books Read Weekend .61 1.84 .26 Weekday .58 1.67 *Significant at .05 and .01 levels. 93
I The third comparison of materials read on weekdays
and weekends was stated in Hypothesis 5. The null form
of Hypothesis 5 was "The children will not read more maga
zines, newspapers, and comic books on weekends than on
weekdays." To analyze the data on this multiple hypo
thesis, the number of magazines, newspapers, and comic
books read were compared separately. Three sub-hypotheses
were generated. They follow:
Hr : The children will not read more magazines a on weekends than on weekdays.
H_, : The children will not read more newspapers on weekends than on weekdays.
Hr : The children will not read more comic books c on weekends than on weekdays.
The children reported reading an average of 2.05 magazines
on weekends and an average of 1.36 magazines on weekdays
(Table 7). The paired t-value of 6.34 was significant at the .05 and .01 levels. Therefore, null Hypothesis 5a was rejected. The children read more magazines on weekends than on weekdays. The number of newspapers read on weekends and weekdays did not differ significantly. The children reported reading an average of 2.49 newspapers on weekends and an average of 2.68 newspapers on weekdays. The paired t-value of -1.50 was not significant and the null was retained for Hypothesis 5b. A similar finding was reported for Hypothesis 5c. Children reported reading an average of .61 comic books on weekends compared to an average of 94
.58 comic books on weekdays. The paired t-value of .26 was almost significant at the .05 level but did not reach significance. Therefore, the null form of Hypothesis 5c could not be rejected.
Hypothesis 6 was the final hypothesis that concerned the entire group of sixth-grade readers. The null form of
Hypothesis 6 was "The boys will not read more magazines, newspapers, and comic books than girls." Again, as in
Hypothesis 5, the three parts of this hypothesis were treated separately. The null forms follow:
Hga : Boys will not read more magazines than girls.
H^: Boys will not read more newspapers than girls.
Hgc : Boys will not read more comic books than girls.
Boys reported reading an average of 3.56 magazines compared to an average of 3.26 magazines for girls (see Table 6).
The two-sample t-value of .88 was not significant at the
.05 level so the null form of H^c was rejected: Boys read more comic books than girls.
In summary, treatment of the data in terms of Hypo theses 1-6 leads to the identification of several significant characteristics of the reading behavior of this sample of sixth-grade children.
These children read for significantly more purposes during the week than on weekends. They also reported read ing significantly more books on weekdays and more magazines 95
on weekends. No difference was revealed in the number of
newspapers and comic books read on weekends and weekdays.
Boys and girls read for the same number of purposes.
However, girls reported reading a significantly greater number of books than boys. Boys read more comic books than girls. There was no difference in the amount of maga
zine and newspaper reading done by the boys and girls.
Active Readers Compared with Other Readers
Another and second purpose of this study was to describe the differences between active and other readers.
Active readers were nominated by their teachers, librarians, classmates, and themselves. Children receiving three or more nominations were considered active readers for pur poses of this study. There were 63 children in the active reader group and 213 in the other group (Table 4). Hypo theses 7-14 are concerned with the differences between these groups.
The null form of Hypothesis 7 follows: "There will be no significant difference in the number of girls in the active group compared to the other group." Forty of the
136 girls participating in the study were nominated as active readers. A chi-square test of independence was run to determine if there was a significant difference in the number of girls nominated to the active group compared to the number of girls in the other group. A corrected 96
chi-square of 6.67 was calculated with one degree of free
dom (see Table 8). It was significant at the .01 and .05
levels, therefore, the null form was rejected: There was
a significant difference in the number of girls in the
active group compared to the number of girls in the other
group.
Table 8
Comparison of Number of Girls and Boys in Active and Other Groups
Girls Bovs Totals
Active 40 23 63
Others 96 117 213
Totals 136 141
Hypotheses 8-10 dealt with the materials read by
active and other readers. The two-sample jt-test was used
in analysis of the data relevant to these hypotheses.
The null form of Hypothesis 8 follows: "Children selected as active readers will not report rereading more books than other readers." An average of 4.27 books was reported reread by active readers compared to an average of 2.08 books by other readers. The active readers' number was double that reported by the other readers. The t-value of 2.84 was strongly significant at the .05 level and 97
approached significance at the .01 level. Thus, the null was rejected: Children selected as active readers report
rereading more books than other readers.
Hypothesis 9 dealt with the number of books read by active and other readers. This number included informa tion and pleasure books. The null form of Hypothesis 9
follows: "Active readers will not read more books than other readers." An average of 17.11 books were reported read by active readers; the average for other readers was
12.50, or about five books less per pupil (Table 9).
Active readers read more books than other readers.
Table 9
Active and Other Readers' Responses to Number of Purposes and Materials Read
Active Others 2-Sam Standard Standard ple Deviation Mean Deviation t-ValueMean
Purposes 3.12 .84 2.74 .83 3.15** Books 17.11 6.80 12.50 6.32 4.78** Magazines 3.90 2.81 3.27 2.74 1.57 Newspapers 5.76 2.83 4.90 2.67 2.12* Comic Books 1.18 2.10 1.11 2.77 .21 Books Reread 4.27 5.80 2.08 3.35 2.84** *Significant at .05 level. **Significant at .05 and .01 levels. 98
There were three sections to Hypothesis 10. The
null forms of the three sections follow:
H10a: Active readers will not read more magazines a than other readers.
H._. : Active readers will not read more newspapers than other readers.
H10c: Active readers will not read more comic boohs than other readers.
Active readers reported reading an average of 3.90 maga zines compared to an average of 3.27 magazines for other readers (Table 9) . The jt-value was not significant and the null for H^0a Was . Active readers reported read ing an average of 5.76 newspapers compared to 4.90 news papers for other readers. The t-value of 2.12 was signifi cant at the .05 level but not at the .01 level. The .05 level has been assumed acceptable in this study; therefore, the null form of Hypothesis 10b was rejected. The average active reader reported reading 5.76 comic books compared to an average of 4.90 for other readers - The t-value was not significant and the null of hypothesis 10c was retained..
In short, active and other readers differed significantly in their reading of newspapers but not in reading of maga zines and comic books.
Hypotheses 11 and 12 both dealt with a comparison of the two groups of readers on standardized test scores.
A two-sample t-test was used to analyze the data for both hypotheses. The null form of Hypothesis 11 follows: "The mean mental age scores of the active readers will not be
higher than the mean of the other readers." Mental matur
ity scores were available only for children from Community
A. Forty-four active readers and 138 other readers were
found in this sample. The mean mental age of the active
readers was 123.82 (see Table 10). The,mean of the other
readers was 114.98. The jt-value of 5.41 was significant
at the .05 and .01 levels. The null was rejected: The
mean mental age scores of active readers was found to be
higher than the mean for other readers.
Table 10
Comparison of Mean Mental Age Scores of Active and Other Children in Nine Classrooms
Mean Standard Deviation t-Value
Active 123.82 8.79 5.41* Others 114.98 11.20 *Significant at .05 and .01 levels. Note: Approximately 182 children reporting.
Hypothesis 12 was tested twice since the reading
tests available differed in Communities A and-B. Community
A had on record the scores from the Iowa Test of Basic
Skills, which had been administered in the fifth-grade.
Community B allowed the researcher to use the scores on the
California Achievement Test, which had been administered 100 in the fourth-grade. The t-test was run separately for children in the two communities. There were 138 children in Community A and 94 in Community B. Since some pupils' scores were not available, the sample size for this test differed from the total sample size.
The null of Hypothesis 12 follows: "Children selected as active readers will not have a higher mean reading achievement score than other readers." For Comm unity A, the active readers' mean reading achievement score was 7.48 while the other readers' mean score was 6.44 (see
Table 11). The t-value of 6.34 was significant at both the
.05 and .01 levels. For Community B, the active readers' mean reading score was 6.61 compared to a mean score of
5.50 for other readers. The t-value of 2.27 was signifi cant at the .05 level only. However, the .05 level has been considered acceptable for purposes of this study, so the null was rejected: Children selected as active readers have a higher mean reading achievement score than other readers.
In another approach to searching out possible differences among active and other readers, teachers were asked to classify their students as average or above aver age performers in classroom activities. These ratings were then compared in terms of membership in the active or other group of readers, with the chi-square test of 101
Table 11
Comparison of Mean Reading Scores of Active and Other Readers
Community A: The Iowa Basic Skills Reading Test
Mean Standard Deviation t-Value
Active 7.48 .90 6.34** Others 6.44 1.08 **S ignificant at . 05 and .01 levels. Note: Test was administered in grade five. Scores were recorded for approximately 182 children.
Community B: California Achievement Test
Mean Standard Deviation t-Value
Active 6.61 1.87 2.27* Others 5.50 1.59 ^Significant at .05 level. Note: Test was administered in grade four. Scores were recorded for approximately 27 children. 102
independence administered on the data. This design was
used to test the null form of Hypothesis 13: "Teachers
will not classify a significant number of active readers
as above average in their general performance as students
as compared to other readers." The teachers classified
15 active readers as average students and 48 as above
average students (see Table 12). Out of the total of 213
other readers, teachers classified 142 as average readers
and 72 as above average readers. The corrected chi-square
of 33.144 with one degree of freedom was significant at
the .05 and .01 levels. The null form of Hypothesis 13 was
rejected: Teachers classify a significant number of active
readers as above average in their general performance as
students as compared to other readers.
Table 12
Teachers' Estimation of Active and Other Readers' General Ability
Above Aver acre Aver acre Totals
Active 15 48 63 Others 142 71 213 Totals 157 119 276 Corrected Chi-Square: 33.14* One degree of freedom. *Significant at .01 and .05 levels. 103
The final hypothesis comparing active and other
readers dealt with the difference in the range of purposes
reported by members of the two groups. The null form of
Hypothesis 14 stated that "Children selected as active
readers will not read for a greater range of purposes than
will children in the other group." The two-sample t-test
was used to test the data. Active readers reported reading
for an average of 3.12 purposes while other readers reported
a mean of 2.74 purposes (see Table 9). The jt-value of
3.15 was significant at the .05'and .01 levels so the null
form was rejected. Hypothesis 14 was accepted: Children
selected as active readers read for a greater range of
purposes than other readers.
In summary, several differences between active and
other readers were noted. More girls were nominated as
active readers than boys. Children selected as active readers read for more purposes than did other readers.
Active readers also read more books, reread more books, and read more newspapers than other readers. There was no difference between the two groups in the amount of maga zine and comic books read. The mental age scores and reading achievement scores of the active readers were significantly higher than for the other readers. Finally, teachers classified active readers as above average stu dents in comparison to the performance of other students in the classroom. 104
Sex Differences in Reading Behavior of Active Readers
The third purpose of this study was to describe the relationship of sex differences in the reading behavior of active readers. Of the 63 active readers, 41 were girls and 22 were boys. Hypotheses 15-18, which dealt with this topic, are discussed in this section. The two-sample t- test was used to test the hypotheses.
Hypothesis 15 dealt with the range of purposes reported by active boy and girl readers. The null form states that "Active boy readers will not read for a wider range of purposes than active girl readers." The mean num ber of purposes reported read by active boys was 3.08 com pared to a mean of 3.14 purposes reported by the girls (see
Table 13) . The _t-value was not significant at the .05 or .01 levels and the null was retained for Hypothesis 15.
Hypothesis 16 concerned the amount of book reading reported: "Active boy readers will not read a greater num ber of books than will active girl readers." Active boy readers read an average of 17.14 information and pleasure books over the recording period compared to an average of
17.10 books for girls (Table 13) . The jt-value was not significant at the .05 level and the null form of hypo thesis 16 was retained. 105
Table 13
Girl and Boy Active Readers1 Responses to Number of Purposes and Materials Read
Girls Bovs Standard Standard 2-Sample Deviation Mean Deviation jt-ValueMean
Purposes 3.14 .82 3.08 .90 -0.25 Books 17.10 6.53 17.14 7.43 0.02 Magazines 3.90 2.46 3.91 3.42 0.01 Newspapers 5.75 2.74 5.77 3.04 0.03 Comic Books .70 .97 2.05 3.12 0.03 Books Reread 4.08 5.95 4.64 5.65 .37
The null of Hypothesis 17 had three parts to be
tested:
H17a: Active boy readers will not read a greater number of comic books than active girl readers.
H17b: Active boy readers will not read a greater number of magazines than active girl readers.
H,_ : Active boy readers will not read a greater ° number of newspapers than active girl readers.
Active boy readers reported reading an average of 2.05
comic books compared to the girls' average of .70 comic books (Table 13). The _t-value of 1.97 was very close to
significance at the .05 level but the null of must be
retained. Boys read an average of 3.91 magazines while the girls' average was 3.90 magazines. The t-value was not significant at the .05 level, and the null of was retained. Finally, the active boys and active girls 106
newspaper reading was very similar. Active boys read an
average of 5.77 newspapers compared to the girls' average
of 5.75 newspapers. The t-value was not significant at
the .05 level. The null of Hypothesis 16c was retained.
In short, no significant differences were found between
active boy and girl readers in their reading of comic
boohs, magazines, and newspapers.
The last hypothesis that dealt with sex differences
in the active reader group was Hypothesis 17. The null
form states that: "Active girl readers will not reread
more books than active boy readers." Active girl readers
reported rereading an average of 4.08 books; the average
for the boys was 4.64 books (Table 13). The t-value was
not significant at the .05 level, and, therefore, the null
was retained.
In summary, the boys and girls in the group selected
as active readers reported similar types and amounts of
reading. There was no difference in their perceived pur
poses for reading or in the amount of material they read.
Also boys and girls in the active group reread a similar
number of books. 107
Differences Among Eleven Classrooms
A fourth purpose of this study was to examine read
ing behavior in relationship to the classroom groupings of the sixth-grade readers. Children in 11 classrooms par ticipated in the study. Of the 213 children, sixty-three were identified as active readers by the nomination process.
There was an average of 5.72 active readers per classroom.
The percent of active readers in each classroom is reported on Table 14.
Table 14
Percent of Active Readers per Classroom
Active Total Classroom Readers Readers Percent
1 4 23 17.39 2 5 25 20.00 3 3 24 12.50 4 4 25 16.00 5 6 22 27.27 6 9 23 39.13 7 7 24 29.16 8 7 25 28.00 9 5 28 17.85 10 6 28 21.42 11 7 29 24.13
Three hypotheses, 19-21, were generated concerning classroom groupings. The analysis of variance statistic was used to test for significance between the 11 groups.
Equal variances were assumed at the beginning to run the test. The null form of Hypothesis 19 stated that "Children 108
in one classroom will not read for a wider range of pur poses than will children in other classrooms.1' Although many of the mean scores of number of purposes reported read were similar among the 11 classrooms (see Table 15), notably higher scores were reported in classrooms 2 and 10 where the means were 3.16 and 3.18. The lowest mean was
2.02 purposes, reported in classroom 4. The anova_F-ratio was 4.46 which was significant at the .05 and .01 levels
(see Table 16). The null form of Hypothesis 19 was re jected: Children in one classroom read for a wider range of purposes than children in another classroom.
Hypotheses 20 and 21 will be discussed together.
The null forms follow:
H2n: Children in one classroom will not read more books than children in the other class rooms .
H21: Children in one classroom will not read more magazines, newspapers, or comic books than children in another classroom.
The nature of the data collected for Hypotheses 20 and 21 did not meet the requirements of the anova statistic. The variances in the scores reported by the children in the classrooms were too great to be assumed similar. The
Bartlett-Box F tests for homogeneity of variance on the data indicated a variance range too great for proper use of the anova statistic. Therefore, tests were not run on the two final hypotheses. 109
Table 15
Average Number of Purposes, Books, Newspapers, Magazines, and Comic Books Reported Read by the Children in the Eleven Classrooms
Classroom Purposes Books Maas. News. Comic Books
1 2.68 13.13 2.43 5.48 0.48
2 3.16 15.48 2.84 5.60 0.12
3 3.05 14.71 3.38 6.83 2.79
4 2.02 9.10 2.88 4.12 0.68
5 2.99 18.60 2.23 5.73 1.73
6 2.75 11.13 3.35 4.96 1.04
7 2.82 13.38 4.13 3.83 0.58
8 2.91 17.16 4.04 5.12 1.04
9 2.97 13.71 3.68 4.46 1.18
10 3.18 13.29 5.21 6.39 1.46
11 2.53 10.17 3.00 3.76 1.24
Averages 2.82 13.53 3.41 5.09 1.12 110
Table 16
Analysis of Variance on Purposes £or Reading Among Classrooms
Source______Sum of Squares_____ df Mean Squares_____ F
Between groups 28.32 10 2.83 4.456* Within groups 168.44 266 0.64
Total______196.76______276______*Significant at .05 and .01 levels.
Hypothesis 20 dealt with the number of boohs read by children in each classroom. The range of books reported read during the three-week period was from an average of
9.10 books (Classroom 4) to an average of 18.60 books
(Classroom 5) (see Table 15). The mean number was 13.52.
The totals included pleasure and information books and both weekday and weekend reading.
Hypothesis 21 concerned other reading materials.
These materials included magazines, newspapers, and comic books. Children in Classroom 10 reported the highest average of 5.21 magazines. The lowest average was reported in Classroom 5, where the number was 2.23 magazines. The average number of magazines read per classroom was 3.41.
The average newspaper number per classroom was 5.09 news papers, with a range from 4.12 (Classroom 4) to 6.39
(Classroom 10). The range of comic book reading involved smaller numbers. Comic book reading ranged from -12 Ill
(Classroom 2) to 2.79 (Classroom 3). The average number of comic books read by the children was 1.12.
In summary, there was a significant difference in the number of purposes reported read by the children in the separate classrooms. The analysis of variance test showed a significant F at the .05 level. The greatest difference in the reported purposes for reading occurs between classrooms 3 and 5. The amounts of materials read by children in the various classrooms could not be tested using the analysis of variance statistic. This statistic assumes equal variances among groups and the variances re ported were too great. It was, therefore, not appropriate to run the test under these conditions.
Summary
For this study, two hundred seventy-six children reported their reading over a three-week period. The children noted the materials they read and selected the purposes that best described their reading. Comparisons were made between boys and girls and between active and other readers. The 21 hypotheses were discussed in terms of four purposes of the study.
One purpose of the study was to describe the rela tionship of factors in the reading behavior of the entire group of sixth-grade readers. The data included some significant differences in the reading behavior of the 112
children. These children read for significantly more pur poses during the week than on weekends. They also reported reading significantly more books on weekdays and more maga zines on weekends. No difference was revealed in the num ber of newspapers and comic books read on weekends and weekdays.
Boys and girls read for the same number of purposes.
However, girls reported reading a significantly greater num ber of books than boys. Boys read more comic books than girls. There was no difference in the amount of magazine and newspaper reading done by the boys and girls.
A second purpose of this study was to describe the differences between active and other readers. Several differences were noted. More girls were nominated as active readers than boys. Children selected as active readers read for more purposes than did other readers.
Active readers also read more books, reread more books, and read more newspapers than other readers. There was no difference between the two groups in the amount of magazine and comic books read. The mental age scores and reading achievement scores of the active readers were significantly higher than for the other readers. Finally, teachers classified active readers as above average students in comparison to the performance of other students in the classroom. 113
Another purpose of the study was to describe the
relationship of sex differences in the reading behavior
of active readers. The boys and girls in the group
selected as active readers reported similar types and
amounts of reading. There was no difference in their
perceived purposes for reading or in the amount of mater
ial they read. Also boys and girls in the active group
reread a similar number of books.
The fourth purpose of this study was to examine
reading behavior in relation to the classroom grouping of the sixth-graders. One hypothesis was tested and there was a significant difference in the number of purposes reported read by the children in the separate classrooms.
The amounts of materials read by children in the various classrooms could not be tested.
Chapter IV, Part II, presents data on the fifth purpose of the study, which is to describe selected active readers in greater depth. PART XI: CASE STUDIES OF ACTIVE READERS
The fifth purpose of this study was to describe the school, home, and personal environments of selected active readers. During the first week of the study, the researcher listed children who were nominated as active readers and who reported reading for the maximum number of purposes. From this list, librarians, teachers, and re searcher selected six readers to study individually. The four girls and two boys chosen were considered to be repre sentative of the other active readers. To collect informa tion about these six readers, parents and present teachers were interviewed as were the children themselves. In the case studies that follow, names have been changed to insure anonymity.
Case Study 1; Mary
Mary is the oldest of four sisters, all of whom enjoy reading. She often shares what she is reading with her ten-year old sister. Their mother, a former English teacher, believes that her next daughter, age seven, is finding the same joy in reading that the older girls have displayed. The pre-school youngest is captivated by
114 115
Mother Goose and Dr. Seuss rhymes. Mary's parents enjoy
reading and often discuss their reading with the girls.
Reading History
Mary is an enthusiastic reader who has enjoyed
independent re.ading since she was in first grade. She
remembers disliking the "Dick and Jane" readers and going
to the library for books with more plot and action. In
the second grade, Mary developed an interest in biographies
and has read most of those available in her school library.
A fourth-grade teacher who was "spectacular” with books
recommended many new authors and stories to Mary. Mary
still enjoys talking with this teacher about her reading.
Present Reading Interests
At the present time, Mary is involved with the
Louise May Alcott books. She has read Little Women three
times. She has also just finished The Diary of Anne Frank.
She enjoyed the Diary because she believes she "really
found out about Anne's life." Mary has recommended the book to others and plans to reread it herself. According
to Mary, she gets a great deal more from a book the second or third time through it. Her interest in biographies has
continued and includes a desire to find out about people who lived in earlier times. Mary has read all the Laura
Ingalls Wilder books. Mary shares her reading enthusiasms with her best friend, Jane; her three sisters; and her mother. 116
Mary reads other materials besides books. She has
her own subscription to Seventeen magazines and reads ar
ticles in the women’s and news magazines to which her par
ents subscribe. Like most of her friends, she scans the
newspaper for current events for school and enjoys the
daily comics. Often she will read a newspaper article if
the headline strikes her as interesting or if her mother
recommends it. Mary's family shares interesting news
articles. Mary also reads picture books to her youngest
sister and recommends books to the others.
Her teacher considers Mary an excellent student
with a keen mind and a love for the language arts. Mary
seems to enjoy writing her own stories and poems and is
often busy in the creative writing area of the classroom.
Home Environment
Mary's mother considers her oldest daughter to be
extremely reliable, mature, and well organized. Mary likes
to be challenged in daily activities as well as in what
she reads. She is a great help around the house and has
a variety of interests, including a love of baseball. Mary
relates to characters in stories and is often absorbed with her reading. She also likes to be read to, a job
that Mary's father enjoys.
According to her mother, when Mary was in third grade, her avid interest in reading became very noticeable. 117
At that time, Mary was less selective about what she read
and often substituted quantity for quality. As she grew
older, she became more selective. Her mother reports that
she considered herself a "minor expert" on Louise May Alcott
until Mary introduced her to some Alcott boohs of which she
had never heard.
Although the television serves as background noise
most of the day in Mary's home, Mary is not much interested
in the programs. She often retires to her room to read.
Mary's parents control night viewing since they believe
the girls need to spend time on other activities.
Parents1 Attitude Toward Readincr
Mary1s parents have a highly supportive attitude
toward reading. Both enjoy reading and find it a neces
sary and important part of their daily lives. Her mother believes reading helps to develop communication skills and
spark creative ideas. She encourages quality reading to help the girls develop taste in literature. She believes parents should start reading to their children as early as possible, supply them with books when they are young, and share the excitement of new books with them. She encourages books as gifts for the children to increase their personal libraries. 118
Case Study 2: Jane
Jane is an independent sixth-grader. She has her
own paper route and is in charge of starting the evening
meals for her parents, both of whom work. Jane and her
brother, who is younger, share household chores and enjoy
playing games with their friends. Often Jane is the leader
in organized games.
Reading History
Jane considers reading an enjoyable hobby. She
started reading independently in first grade as soon as she
had mastered the beginning skills. An all time favorite book, Understood Betsy by Dorothy Canfield, was a gift from her grandmother and Jane has reread it many times. Jane
considers her second-grade teacher to be the teacher who
liked books the most. This teacher devoted many hours to reading and sharing books with her classes.
Present Reading Interests
For the past two years, Mary and Jane have been best friends and have shared books. Jane's current favorite book, The House of Sixty Fathers by DeJong, was one that
Mary had suggested she read. Like Mary, Jane enjoys bio graphies . The DeJong book reminds her of a biography and also "it's exciting." Jane enjoys stories about people from different cultures and earlier periods of time. 119
Jane reads the paper she delivers, finding most of the newspaper sections of interest. She enjoys finding out ahout current news. However, her favorite section is the comic section, with the sports section next. Jane reads several magazines regularly. Her family subscribe to Reader's Digest and National Geographic, both of which
Jane enjoys reading. She also reads the women's and news magazines available in her home. She keeps up with current sports events by reading Sports Illustrated at school. She and her younger brother read a few comic books; Superman is their current favorite.
Jane's teacher reports that Jane has read all the books in the classroom collection and is a frequent visitor to the library. Jane is an above average student who excels in most subject areas although she favors language arts and reading.
Home Environment
Jane's mother is very proud of her daughter's per formance at home and at school. In play activities outside of school, Jane is a good organizer. She is a very respon sible child who helps around the house. She is interested in many activities, including gymnastics, piano lessons, and the Pioneer Girls Club. She spends a great deal of time reading; she reads quickly and comprehends easily. Her mother reports that "reading is a part of Jane." Jane 120
feels free to talk about what she reads with her parents,
although no special time is set aside for such discussions.
Her parents often read stories to Jane and her brother when
they were younger. Jane's father especially enjoyed read
ing the Uncle Remus stories to them.
Television viewing is restricted to special hours;
Jane's parents consider reading and other activities more beneficial. Jane and her brother have their own special places to read and both enjoy their privacy.
Parents1 Attitude Toward Reading
Jane's mother believes that a love of reading will be beneficial to Jane as she grows older. Books are con sidered an important part of Jane's home. Her mother en courages books as gifts for her children because she be lieves it is important for them to develop their private collections. Jane's grandmother cooperates by sending books for birthday and Christmas gifts. Jane's parents consider reading a necessary and vital part of their family lives. As they view it, children are encouraged to read when books are easily accessible, when the children are read to as youngsters, and when they see their parents reading. 121
Case Study 3: Dick
Dick is the oldest of three children. His ten-year
old sister is becoming an avid reader, while his sister in
kindergarten still enjoys having her parents read to her.
Dick's mother, a former remedial reading tea,cher, is famil
iar with children's books and has advised her children on
some of their book selections. Bedtime is a favorite tirfie
of day for Dick and his sisters because their mother always
reads to them. They all enjoy the story time.
Reading History
Dick learned to read when he was four years old.
His mother spent a good deal of time reading to him, and
he soon began to pick out words from the storybooks. Before
long he was reading books on his own, especially the
Dr. Seuss books. Dick's reading models have always been
his parents, who have shared his enthusiasm for books. He
does not have a favorite book, although he has read a num ber of the Matt Christopher sports books and the Jan Wil
liams ' Danny Dunn books more than once.
Present Reading Interests
Sports now compete with reading for Dick1s free time. He plays baseball and volleyball and hopes to par ticipate in organized sports activities in junior high school. The interest in sports has motivated Dick to read 122 sports-related materials. He has his own subscription to
Sports Illustrated and Boy's Life. He also reads the sports section of the daily paper.
However, Dick reads many other materials on differ ent subjects. He enjoyed the stories in the basic reader,
Reading Power, because each story was "different and inter esting." He enjoys Reader's Digest because of the varied material that is presented in the magazine. He also buys comic books and avidly reads the comics, front page, and television sections of the daily papers. Dick selects stories to share with his younger sister and spends time reading to her. Dick's teacher reports that Dick is very bright and does extremely well in all classroom activities.
He is a patrol cadet and a library volunteer as well as an excellent student.
Home Environment
Dick says his mother sometimes wishes he would spend as much time completing his chores as he does reading.
His mother agrees and calls him her "resident absent-minded professor." She feels he is a typical boy, who will help around the house when asked but would rather by playing or reading. He has been known to go to bed with a flashlight in order to finish an exciting book. Dick's mother con siders her son to be a well-rounded boy. He enjoys sports, 123
Boy Scouts, playing the piano, and mathematics as well as
reading.
All the members of Dick's family enjoy reading.
The house is filled with books, and the family makes fre quent trips to the public library. Dick's, father is an active reader, who enjoys reading to his children; and
Dick enjoys sharing what he has read with his father.
Dick's sister will often share her books with the family.
Relatives give the children books as gifts. Dick's parents buy copies of favorite books for the children but encour age using the library for most books.
Dick enjoys watching television on Friday and Satur day evenings. His parents do not watch television and con sider two evenings a week of television viewing enough for
Dick and his sisters.
Parents' Attitude Toward Reading
Dick's parents believe his interest in reading will help him develop into a well informed adult. They see reading as an important and necessary part of their lives and encourage their children to read. Dick's mother be lieves that children should be read to at an early age and should be encouraged to develop reading interests of their own. She believes that if the parents are consistent in reading to their children and in reading themselves, their children will develop an interest in and a love for reading. 124
Case Study 4; Sally
Sally is the youngest of four children. Her inter est in reading is sparked by a desire to be part of the family discussions. Both parents are avid readers and are presently enrolled in a Great Books Course. They enjoy reading aloud to each other and sharing an interesting passage or thought with their children. At the present time, Sally's brother and oldest sister are away at college.
Reading History
Sally's interest in reading was sparked by her next oldest sister who kept talking about the interesting books she was reading. The first book Sally read on her own was
The Middle Sister because it was her sister's favorite and
Sally was "determined" to read it. Sally does not have favorite books and does not enjoy rereading stories because
"there are so many and it's always fun to try something new." She remembers enjoying the freedom of being able to read on her own in first grade and has read widely ever since. Sally thinks of her fourth-grade teacher, who shared
Misty of Chinncoteaque. Rabbit Hill, and Brightv of the
Grand Canyon with the class, as the teacher who enjoyed books the most. Her sixth-grade teacher reads to the class daily. This year's favorites have been Chancy and the Grand 125
Rascal and A Wrinkle in Time. The teacher also includes
a fifteen-minute free reading time in the daily schedule.
Sally is a good student who is active in many of
the class projects, especially current events, social stud
ies, and arithmetic. Her teacher reports that Sally is a very verbal child with an above-average vocabulary.
Present Reading Interests
Sally's reading time is divided among magazines, newspapers, •and'books. She reads two weekly news magazines that are delivered to the house and still subscribes to
Jack and Jill. Sally enjoys the comics and horoscopes in the newspapers and reads the rest of the daily papers to keep up with the news in general. She has a large library of children's books, some of which have been handed down to her by her brother and sisters.
Sally has many outside interests, including embroid ery, bead work, painting, and animals. Her love of animals has developed into an interest in veterinary medicine, which she hopes to pursue in college. She reads information books about dogs and cats and has already sent for college cata logues. Sally and her sister enjoy painting and their paintings are hung in their bedrooms and in the living room.
Sally likes reading and enjoys sharing what she has read with her sister and her friends. Sally says, "Reading is fun." 126
Home Environment
Television viewing is of minor importance in Sally's
home. The family is usually too busy to watch, although
Sally has a' favorite show, The Waltons, and watches about
four hours of television per week. Sally's parents do not
encourage television viewing, since they, see it as too
passive an activity for children. Anyway, their children
are usually too busy doing other things.
Sally's parents love to read. Dinner time is an
important event in Sally's home because family members
share their current reading enthusiasms. The children have been known to search through books or magazines to
find something interesting to bring to these discussions.
Parents' Attitude Toward Reading
Sally's mother has fond memories of spending long afternoons sitting under a tree and reading. She sees
Sally's reading as an extension of her own personal love for reading. Both parents value reading highly and feel their children will be better rounded because of their- love of books. They believe the best way to encourage children to read is by setting an adult example. 127
Case Study 5; Stan
Stan is the youngest of three children and the only
child at home. His married sister lives in the East and his brother, a member of the varsity swimming team, is a
junior in college. Stan's interest in swimming is partially motivated by a desire to emulate his older brother.
Present Reading Interests
Stan's life revolves around swimming. Every week day morning at six-thirty, Stan attends a swimming class at the local high school. His reading interests are a reflec tion of his sports activities. He subscribes to Swimming
World and avidly reads all the swimming news in his brother's
Sports Illustrated and in the local newspapers.
Stan is also interested in other sports and has read the Matt Christopher books’three times. His interest in sports, which began to develop in the second grade when he played on a basketball team, was encouraged by his brother.
Stan like to read "to find out about different people and different things." After a class discussion of
Guy Fawkes, Stan decided to read Plot Night to find out more about who Fawkes was and what he had done. He enjoys the Alfred Hitchcock Mystery series of books and reads them all at least twice. He also reads some Hardy Bovs mysteries, since he enjoys the excitement and adventure in these tales. 128
Last year, Tie was disappointed to find out that he had
read all the children's mystery stories available at the
local library.
Stan reads the newspaper and especially enjoys the
comics and the crossword puzzles. He also has a subscrip tion to the Children's Digest and the National Geographic
(School Edition). He reads the family's Reader's Digest. enjoying the humor sections in particular.
Reading History
His interest in reading became noticeable when he was in the first grade, by which time he was recognized as possessing an advanced vocabulary. Learning to read was easy for Stan and by second grade he was reading indepen dently. His parents encouraged his interest in reading by taking him on weekly trips to the library. He remembers his fourth-grade teacher as a person who seemed to like books and who often read to the class. After hearing
Charlie and the Chocolate Factory read aloud, Stan checked the book out to read himself. His sixth-grade teacher con siders Stan an above-average student who capably completes his work regularly. Stan takes an active part in class discussions and has many friends in the classroom. 129
Home Environment
His mother believes that Stan read more books when
he was in the fourth and fifth grades than he does now.
She attributes this to his new swimming activity, which has
eliminated some of his free time. She reports that while
the time Stan spends reading books has decreased, he is
spending more time reading magazines and newspapers now.
Stan is an "average" boy around the house, who often has
to be reminded of his duties. He takes an active interest
in the family's discussions of current events and books.
Stan's television viewing is limited to a half-
hour after dinner. His parents do not encourage television
• viewing during the week since Stan has busy days with his
swimming lessons and school.
Parents' Attitude Toward Reading
Stan's parents are avid readers who make weekly
trips to the library. They often discuss what they are
reading with their children. They believe reading will be
an important part of their children's future and encourage
reading by giving books as gifts. Stan's parents and older brother and sister used to read to Stan when he was younger.
Stan's mother believes that reading to children when they
are young encourages them to become independent readers. 130
Case Study 6: Pat
Pat is an only child who has developed an interest
in reading and in gymnastics. She will often lie on her
practice mats while reading. Her parents work. Pat's
mother is a social worker and Pat's father, who is blind,
has his own business.
Reading History
Pat has liked to read since she started picking out
words in her picture storybooks when she was four years old.
She remembers completing her first "Dick and Jane" reader
and being very happy because she had read it all the way
through independently. Pat has developed an interest in
Nancy Drew mysteries sparked by her mother. As a child,
her mother had read a great number of these books and was
able to recommend specific titles. Pat has reread many of
the 40 Nancy Drew books she owns as well as the Caroline
Haywood series books. She remembers enjoying the books
her fifth-grade teacher read to the class and considers
that teacher a friend of books. Pat's sixth-grade teacher
has read Peter Potts and It's Like This, Cat to the class
and is planning to read Freaky Friday. The teacher also
enjoys reading poetry to the class.
Present Interests
Pat's teacher considers Pat a social leader in the class. Pat is capable of verbalizing her opinions and takes 131
an active part in class discussions. She is an above-
average student, who enjoys creative writing. Pat writes
her own stories and poems. This interest was sparked by a
fifth-: grade teacher who encouraged Pat's early writing
attempts.
Pat's interests include gymnastics,, baseball, and
reading. She takes ballet, acrobatics, and gymnastics
lessons and hopes to compete on an Olympic team someday.
She spends a lot of time reading. Pat keeps up with sports
news by reading the daily paper and Sports Illustrated, to
which she has her own subscription.
Home Environment
Pat's mother believes Pat does a lot of reading
and is an adequate help around the house. Pat goes to the
library regularly and has learned to find most materials
in the public and school libraries. Pat has had a library
card since she was in first grade and her parents encourage her to use the library. She works around the house when asked and completes the jobs she is assigned.
Parents' Attitude Toward Reading
Her mother considers reading an important force bearing on Pat's future and encourages her to read. They often share what Pat has read. Pat likes to recommend books to her mother, who reads mostly magazines and newspapers. 132
Her father often listens to talking hooks. Pat's parents believe that children will be more likely to become inde pendent readers if they are read to as youngsters and if books are readily accessible. They believe parents should give children the opportunity to become familiar with printed matter.
Summary
Six children, four girls and two boys, identified by the researcher, librarians, and teachers as active readers were interviewed. Parents and teachers of the children were questioned also to develop a comprehensive view of their home and school environment.
There were many similarities in the reading his tories of the six children. All of the children could remember their first reading successes. Two of the chil dren learned to read at home by picking words out of story books while the others remembered mastering early reading skills in the first grade. By the time the children were in the second grade, they were independent and interested readers. The six children remembered names of teachers who seemed to like books. In some cases, the children could remember the books these teachers shared with their classes. 133
These readers had special interests around which
much of their reading was centered. Two girls were inter
ested in a type of literature, biography, while the others
reported interests’ in sports and animals. The children
read books and magazines to gain more information about
their interests. Although all the children expressed a
special interest, they also read many materials in diverse
subject areas. They had personal libraries of books, maga
zine subscriptions, and access to family newspapers and
magazines. The children were regarded as good students
and took active roles in the classroom activities.
The home environments of the children had many
similarities, including easy access to many reading mater
ials. All the mothers had read to their children when
they were younger and provided a time and place for their
children to read as they grew older. The parents also bought books as gifts and planned trips to the libraries.
They reported that the children were good helpers at home
and were busy in many outside activities.
The parents encouraged their children's interest in
reading. They had a positive attitude toward reading and believed success in reading would benefit their children
in the future. The parents liked to read themselves and
shared their reading with their children. They felt read
ing was an important and necessary part of their families
lives. 134
Despite these similarities, there were great dif ferences among the children in terms of personal charac teristics .
Chapter IV, Part III, will include a discussion of the inventory data. PART III: INVENTORY DATA
Data from the inventory entitled "My Reading Habits
and Interests” (see Appendix C) are summarized in the follow
ing discussion. Responses of the children have been tab
ulated and examined in terms of (1) characteristics of the
group as a whole,. (2) differences between boys and girls,
and (3) differences between active and other readers. The
data so derived are presented topically according to the major sections of the inventory.
Reading vs. Television
The 276 children reported reading a total of 412.5 hours a day (see Table 17), with an average time of 1.49 hours per day. They reported a total time spent viewing television of 808.5 hours or 2.92 hours per day. Thus, children reported themselves as spending nearly twice as much time each day viewing television as they spent read ing.
The 136 girls read for about 25 minutes more a day than the 140 boys. Girls averaged 1.69 hours on read ing while boys averaged 1.28 hours. The boys and girls spent almost the same amount of time viewing television.
135 136
The boys averaged 3.04 hours of television viewing com pared to 2.90 hours for the girls. Recorded in minutes, the boys averaged eight minutes more a day watching tele vision than the girls.
Table 17
Average Time Spent Reading and Viewing Television in Hours
Television Number of Book Reading Viewincr Students Total Aver acre Total Averaqe
Girls 136 225.5 1.69 381.5 2.90 Boys 140 187.0 1.28 427.0 3.04
Active 63 118.5 1.88 159.0 2.52 Others 213 290.5 1.36 662.0 3.11
Total 276 412.5 1.49 808.5 2.93
Both boys and girls spent more time watching tele vision than they spent reading. Boys averaged 1.76 hours or one hour and 45 minutes more time daily viewing tele vision than reading. The difference between television viewing and reading for the girls was 1.21 hours or one hour and 12 minutes.
The average time spent on reading reported by the
63 active readers was 1.88 hours. The 213 other readers reported an average of 1.36 hours. Active readers read for
.52 hours, approximately 31 minutes, more each day than other readers. Active readers averaged 2.52 hours per day of television viewing time compared to a 3.11 hour average 137 for other readers. Other readers viewed television for
.59 hours or 35 minutes more than active readers. Expressed in percentages, active readers reported spending 38 percent more time reading than did other readers, while other read ers reported watching television for 23 percent more time than active readers.
Past Reading Experiences
In reporting on a variety of past reading exper iences, children named receiving books as gifts more often than any of the other four choices: using the school library; being taken to the library; being read to by par ents or brothers and sisters; or belonging to a bookclub
(see Table 18). In all cases, more than 50 percent of the students reported having the experience. Seventy-two per cent of the total group reported receiving books as gifts.
Sixty-six percent of the sample reported that they were read to by their parents or brothers and sisters, which was not much above the 63 percent response on "was taken to the library." Sixty-one percent of the children re ported using the school library. Finally, the lowest frequency of response was to membership in paperback book clubs. Even then, 55 percent of the children reported having that experience. Table 18
Percent of Children’s Responses to Reading Experience Questions
Girls Boys Active Others Total n % n % n % n % n %
Used the school 89 65.4 81 57.9 40 63.5 130 61.0 170 61.6 library
Received books 95 69.9 106 75.7 53 84.1 148 69.5 201 72.8 as gifts
Was taken to 89 65.4 85 60.7 48 76.2 126 59.2 174 63.0 library
Belonged to book 82 60.3 70 50.0 43 68.3 109 51.2 152 55.1 club or ordered paperbacks
Was read to by 97 71.3 85 60.7 46 73.0 136 63.8 182 66.0 parents or brothers and sisters 138 139
Girls reported a greater amount of past experience
than boys except in receiving books as gifts. Seventy-five
percent of the boys reported receiving books as gifts com
pared to 69 percent of the girls. Seventy-one percent of
the total girl sample said that they had been read to by
family members as against 60 percent of the boys. Sixty-
five percent of the girls reported using the school library
and taking trips to the community library. More boys re
ported previous library trips (60.7%) than use of the school
library (57.9%). Girls and boys reported book club member
ship less frequently than any of the other choices, but
girls outdid boys here also, 60.3 to 50 percent.
Active readers reported more past experience with
books than other readers. Eighty-four percent of the active
readers noted they received books as gifts as compared
with 70 percent of the other readers. Active and other
readers were about equal in trips to the school library
(63.5 and 61 percent). The greatest difference was in book
club membership. Sixty-eight percent of the active readers
reported having belonged to book clubs as against 51 per
cent of the other readers. The active readers also reported being taken to the library more often (76 percent as against
59 percent) and being read to more frequently at home (73 percent against 64 percent). 140
Other Sources of Reading Materials
When children were asked to note the places they
went to get books to read, they reported using many differ
ent sources. Six choices were listed: school library,
classroom, book club, home, friends, and community libraries.
Almost 90 percent of the children reported using
the school library as a source of materials (Table 19).
The second two most popular sources were the home (81.5%)
and community libraries (73.9%). Less than half the chil
dren (41%) reported book club membership and only a third
(32.6%) reported getting reading materials from their
friends.
Boys and girls reported little difference in sources used. Ninety-two percent of the girls and 86 percent of the boys reported using the school library to obtain reading materials. Eighty-one percent of both groups, boys and girls, used books from their home libraries. Seventy-five percent of the girls and 72 percent of the boys reported using the community library. The frequency of responses of boys and girls to use of classroom collections was simi lar, sixty-three percent of the girls and 66 percent of the boys. The greatest difference in the responses of girls and boys occurred in sharing books with friends. Fifty percent of the girls reported obtaining reading materials from their friends and only 18 percent of the boys noted Table 19
Percent of Children's Responses to Sources of Materials
Girls Boys Active Others Total n % n % n % n % n %
School library 126 92.6 121 86.4 62 98.4 185 86.9 247 89.5
Classroom 87 63.9 93 66.4 50 79.4 130 61.0 180 65.2
Bookclub 67 49.2 48 34.2 32 50.8 83 39.0 115 41.7
Home 111 81.6 114 81.4 55 87.4 170 79.8 225 81.5
Friends 65 47.8 25 17.9 32 50.8 58 27.2 90 32.6
Community library 103 75.7 101 72.1 53 84.1 151 70.9 204 73.9
H H 142
this. Also, nearly half of the girls (49%) and only a
third of the boys (34%) reported book club membership.
Active and other readers used sources in much the
same ’fashion. Ninety-eight percent of the active readers
and 87 percent of the other readers reported using the school library. The second highest percent- response rate was in reading materials selected from the home, with 87 percent of the active readers and 80 percent of the other
readers getting reading materials there. Similar percent responses were recorded for use of the community libraries, eighty-four percent of the active and 70 percent of the other readers so reporting. Active readers reported using the classroom collections more frequently than other read ers, eighty percent compared to 61 percent. Fifty percent of the active readers and 40 percent of other readers re ported book club membership. The greatest difference in the active and other readers responses was in sharing books with friends, with half the active readers so reporting as against 27 percent of other readers.
Frequency of Library Use
When the children were asked to specify the number of times per week they used school and community libraries, they had five responses available: twice a week, once a week, every two weeks, once a month, or not very often
(Tables 20 and 21). Thirty-seven percent of the children Table 20
Children's Percent Responses to Number of School Library Visits
Twice a We eh Once a Week Every 2 Weeks Once a Month Never O/ n /O n % n % n % n %
Girls 65 47.7 36 26.5 28 20.6 3 2.2 4 2.
Boys 46 32.9 42 330.0 38 27.1 4 2.8 10 7.:
Active 29 46.0 20 31.7 13 20.6 1 1.5 0
Others 82 38.5 58 27.2 53 24.9 6 2.8 14 6.'
Total 111 37.3 78 24.2 66 23.9 7 2.5 14 5.. 143 Table 21
Children’s Percent Responses to Number of Community Library Visits
Twice a Week Once a Week Every 2 Weeks Once a Month Never n % n % n % n % n %
Girls 5 3.7 18 13.2 31 15.4 45 33.1 47 34.6
Boys 4 2.9 11 7.9 25 17.9 47 33.8 53 37.9
Active 2 3.2 10 15.9 9 14.2 27 42.6 15 23.8
Others 7 3.3 19 8.9 37 17.4 119 55.9 85 40.0
Total 9 3.0 29 10.5 46 13.0 92 33.3 100 36.2
H 145
reported using the school library twice a week while 24
percent reported visiting the school library once a week.
Twenty-three percent made bi-weekly visits. In all, more
than 84 percent of the children reported using the school
library at least twice a month. The figures were reversed
for reported visiting to the community libraries. Almost
70 percent of the children reported visiting the community
libraries once a month or never. Thirteen percent of the
children reported bi-weekly visits while ten percent re ported weekly trips. Few reported going as often as twice a week.
More girls than boys reported two trips per week to the school library, forty-seven percent of the girls com pared to 32 percent of the boys. Twenty-six percent of the girls and 30 percent of the boys reported weekly visits.
In all, more than 80 percent of both girls and boys reported visiting the school library at least twice a month. As with the total group, the reported frequencies of visits to the community libraries were much less. More than 65 percent of the girls and boys reported visiting the community libraries once a month or never.
More than 90 percent of the active and other readers used the school library at least twice a month. Forty-six percent of the active readers and 38 percent of the other readers visited the school libraries twice a week. Twenty 146
percent of the active readers and more than 58 percent
of the other readers made weekly trips. Visits to the
community libraries were less frequent although nearly 16 percent of the active readers and nine percent of the other
readers reported weekly visits. More than 66 percent of the
active readers and 96 percent of the other readers reported visiting community libraries once a month or never.
Types of Materials Read
In reporting on types of materials read every day, children were asked to choose from the following list: magazines, books, comic books, information book, newspapers, textbooks, and basic readers. Children reported using books
(74%), newspapers (69%) , and magazines (63%) more than other materials (see Table 22). Textbook use was reported at 49 percent followed by information books (39%), comic books
(38%), and basic readers (22%) .
Books were most chosen by girls (80%) as their chief choice of daily reading materials. Boys put magazines first
(70%). In order of responses, girls reported reading news papers (69%), magazines (55.9%), textbooks (54.4%), informa tion books (38.2%) , comic books (35.3%) and basic readers
(23.5%) . The order for boys was magazines (70.7%), news papers (69.3%), books (69.3%), textbooks (45%), comic books
(41.4%) , information books (40.7%), and basic readers (20.7%) . Table 22
Materials Reported as Read Daily by Children
Girls Boys Active Others Total n % n % n % n % n %
Magazines 76 55.9 99 70.7 38 60.3 137 64.3 175 63.4
Books 109 80.1 97 69.3 58 92.1 148 69.5 206 74.6
Comic Books 48 35.3 58 41.4 22 34.9 84 39.4 106 38.4
Information 52 38.2 57 40.7 23 36.5 ' 86 40.4 109 39.5 Books
Newspapers 94 69.1 97 69.3 52 82.5 139 65.3 191 69.2
Text Books 74 54.4 63 45.0 37 58.7 100 46.9 .137 49.6
Basic Readers 32 23.5 29 20.7 18 28.6 43 20.2 61 22.1
H 148
Ninety-two percent of the active readers reported
reading books on a daily basis compared to 69 percent of the
other readers. Although active and other readers chose books
and newspapers as the most common daily reading materials,
active readers reported greater frequencies--92 percent for books as against 69.5 percent and 82.5 percent for news papers as against 65.3 percent. After books and newspapers, the active readers' ordered responses were magazines (60.3%), textbooks (58%), information books (36.5%) ,-.and-basic read ers (28.6%) . The order for other readers was the same as active readers although the percent of responses differed somewhat: magazines (64.3%), textbooks (46.9%), information books (40.3%) , comic books (39.4%), and basic readers (20.2%) .
Reading Series Books
Presented with a list of 14 series books, the chil dren were asked to write the number of books that they had read from each series. Children read an average of 14.3 series books per child (see Table 23). Nancy Drew Mysteries was the series reported read most often with an average of
3.11 Nancy Drew books reported per child. This was an aver age of two more books read than any other series listed. Table 23
Average Number of Series Books Read
Girls Boys Active Others Total n % n % n______% _____ n______% ______n_____%
Alfred Hitchcock 161 1.18 273 1.96 107 1.70 327 1.53 434 1.57 Mysteries
Bobbsey Twins 224 1.65 30 .21 124 1.97 130 .61 254 .92
Caroline Haywood 193 1.42 117 .84 127 2.01 183 .86 310 1.12 Eddie Books
14 .10 0 2 .03 12 .06 14 .05
The Hardy Boys 71 .52 386 2.76 98 1.56 359 1.69 457 1.66
Laura Ingalls 368 2.71 62 .44 159 2.52 271 1.27 430 1.55 Wilder Series
Matt Christopher 48 .35 316 2.26 65 1.03 299 1.40 364 1.32 Sports Stories
Maud Lovelace 76 .56 3 .02 22 .35 57 .27 79 .29 Betsy-Tacy Books
Nancy Drew 764 5.62 96 .69 435 6.90 425 2.00 860 3.11 Mysteries
Paddington 138 1.01 64 .46 60 .95 142 .67 202 .73 Adventures Table 23 (Continued)
Girls Boys Active Others Total n % n °A n % n % n %
Sue Barton, Nurse 25 .20 13 .09 1 .11 31 .15 38 .14
Tarzan 37 .27 103 .74 15 .24 125 .59 140 .50
Walter Brooks 1 71 .52 58 .41 31 .49 98 .46 129 .47 Freddy
Wizard of Oz 147 1.08 87 .62 68 1.08 166 .78 234 .85 151
Among the choices provided, girls read more Nancy
Drew Mystery boohs than books from any other series. On an
average, each girl reported reading at least five Nancy
Drew stories. The most widely read series for boys was the
Hardy Bovs stories followed closely by the Matt Christopher
sports books. Boys read an average of 2.8 Hardy Bovs stories
and 2.2 Matt Christopher stories.
Active readers read more Nancv Drew and Laura Ingalls
Wilder books than other readers. Again, Nancv Drew books were most popular with an average of over six books read by each active reader and two books read by other readers.
Active readers read an average of at least two Caroline Hay wood Eddie books and Wilder books. In general, active
readers read more series books than other readers.
Favorite Books
A question on the inventory requested children's
free responses. They were asked to record the names of their favorite books or books that they had read more than once. The most frequently mentioned books were Charlie and the Chocolate Factory by Ronald Dahl and Charlotte1s Web by E. B. White (Appendix J). Books receiving at least seven votes included Follow My Leader by James Garfield,
James and the Giant Peach by Ronald Dahl, the Laura Ingalls
Wilder Little House Books, Little Women by Louise May Alcott, and A Wrinkle in Time by Madeleine L'Engle. 152
Charlie and the Chocolate Factory received the most
mention by boys and girls. Charlotte1s Web received the
second highest number of votes for boys and girls. Three
selections, Charlie and the Chocolate Factory, the Laura
Ingalls Wilder Little House books, and A Wrinkle in Time were mentioned most often by active readers..
Favorite School Subjects
Finally, the last inventory question called for
children to select their favorite school subject. Physi
cal education received the highest percent of responses for boys and girls (see Table 24). The girls' second choice was about equally divided between reading and art while the boys favored arithmetic.
The active readers were more evenly divided in their choice of favorite subjects. They chose reading
(25.4%) almost as often as they chose physical education
(28.6%). Seventeen percent of the active readers chose arithmetic. Much lower percentages were recorded for art
(11.1%), science (4.8%), and music (1.1%), while no active reader chose language. The percentages of active and other readers who chose arithmetic, seventeen percent for active and 16 percent for others, were similar as were the responses for art. Eleven percent of both groups chose art as a favorite subject. Almost 20 percent more active read ers chose reading than other readers. Only four percent Table 24
Children's Favorite Subjects Reported in Percents
Girls Boys Active Others Total n % n % n % n % n %
Arithmetic 22 16.1 24 17.1 11 17.5 35 16.4 46 16.7
Reading 26 19.1 7 5.0 16 25.4 17 8.0 33 12.0
Music 5 3.7 2 1.4 3 1.1 4 1.9 7 2.5
Language 1 .7 2 1.4 0 3 1.4 3 1.1
Science 7 5.1 18 12.9 3 4.8 22 10.3 25 9.1
Phy. Ed. 43 31.6 75 53.6 18 28.6 100 46.9 118 42.8
Social Studies 7 5.1 5 3.6 5 7.9 7 3.3 12 4.3
Art 25 18.4 7 5.0 7 11.1 25 11.7 32 18.2
H w 10 of the active readers chose science compared to ten per
cent of the other readers.
Summary
The intent of the inventory was to gain more infor
mation about the reading habits of the sixth-grade children
in this study. Responses were reported for the children
as a whole, by sex, and by membership in the active reader
and other groups. The order of reporting has followed the
inventory sections.
The children reported spending nearly twice as much
time each day watching television as they spent reading.
Boys watched slightly more television than girls. The
average television viewing time for boys was a little over
three hours, while the girls' average was about eight min- 'v utes less. Other readers reported spending art>average of
35 minutes more each day watching television than active
readers.
The children read for an average of one and one-half hours per day. This was an average of one hour and 20 min utes less time spent on reading than on television viewing.
Girls reported reading an average of 25 minutes more each day than boys. Active readers read for approximately 30 minutes more each day than other readers. 155
In reporting on a variety of past reading exper
iences, children named receiving books as gifts more often
than any of the other four choices: using the school
library; being taken to the library; being read to by par
ents or brothers and sisters; or belonging to a bookclub.
In all cases, more than 50- percent of the students reported
having the experiences. Girls reported a greater amount of
past experience than boys except in receiving books as gifts.
Active readers reported more past experience with books
than other readers. The greatest difference was in book
club membership. Sixty-eight percent of the active read
ers reported having belonged to book clubs against 51 per
cent of the other readers.
Children used many different sources to acquire and
select reading materials. Six choices were listed: school
library, classroom, book club, home, friends, and community
libraries. Almost 90 percent of the children reported using
the school library as their source of materials. Boys and
girls reported little difference in sources used. The most
frequently used sources for boys and girls were the school
libraries, the children's homes, and the community librar
ies. Active and other readers used sources in much the
same fashion. The greatest difference in the active and
other readers' responses was in sharing books with friends, with half the active readers so reporting against 27 per
cent of other readers. 156
When the children were asked to specify the number
of times per week they used school and community libraries,
they had five responses available: twice a week, once a
week, every two weeks, once a month, or not very often.
In all, more than 84 percent of the children reported using
the school library at least twice a month. The figures
were reversed for reported visits to the community libraries.
More girls than boys reported two trips per week to the
school library. More than 90 percent of the active and
other readers reported using the school library at least
twice a month. The frequencies of visits to the community
libraries for active and other readers were much less.
When asked to note types of materials read every
day, children reported using books, newspapers, and maga
zines more often than other materials. Books were most
chosen by girls as their chief choice of daily reading
materials; boys put magazines first. Although active and
other readers chose books and newspapers as the most common
daily reading materials, the percentage of active readers
so reporting was higher than the others.
Presented with a list of fourteen series books, the
children wrote the number of books they had read from each
series. Nancv Drew Mysteries was the series reported read
most often. Girls read more Nancy Drew Mysteries than books
from any other series. The most widely read series for boys was the Hardy Boys stories. Active readers read more Nancy 157
Drew and Laura Ingalls Wilder books than other readers.
Active readers read more series books than other readers.
Children were asked to name their favorite book.
The most frequently mentioned books were Charlie and the
Chocolate Factory and Charlotte's Web. Active readers also mentioned the Laura Ingalls Wilder Little House books, and
A Wrinkle in Time.
When asked to choose their favorite subject, most children selected physical education. However, active readers chose reading as often as physical education.
The following chapter will present a brief restate ment of the purposes, procedures, and summaries of the study. In addition, limitations and conclusions of the observed findings will be stated, along with suggestions for further study and research. CHAPTER V
DISCUSSION AND CONCLUSIONS
The primary purpose of this study was to examine
descriptors of the active sixth-grade readers to describe
their reading behavior. The major characteristic of the
reading behavior under consideration was the range of pur
poses the children perceived for their reading. The chil
dren, grouped as active or other readers, were compared to
discover similarities and differences in their reading be
havior. Boys and girls identified as active readers were
compared in an attempt to describe unique factors in their
reading. The home, school, and personal environments of
six active readers were examined to develop a more compre hensive picture of the reading background and habits of
active readers. Finally, an inventory was given to all students to secure a broader picture of the children's reading behavior. Questions concerned amount of time spent reading, sources of reading materials, and favorite books.
158 159
Restatement of Purposes
The purposes for this study follow:
1. To describe the relationship of factors in the
reading behavior of sixth-grade children.
2. To describe the differences of active and other
sixth-grade readers.
3. To describe the relationship of various factors
in the reading behavior of active readers.
4. To describe the relationship of reading behavior
and classroom grouping of sixth-grade readers.
5. To describe the school, home, and personal
environment of six active readers.
Procedures
The procedure for this investigation fell into three parts. The first was the identification of the active or mature readers. The second was the development of the recording instruments. The third was the collection and analysis of the data.
The children were selected from four schools where a school library staffed with a full-time librarian had been in existence for three years. The schools were in similar suburban communities and assumed to have similar socioeconomic samplings. Children in 11 sixth-grade class rooms participated in the study. 160
Subjects for the selected sample of active readers
were identified through the use of four sources. The school
librarians and the sixth-grade teachers in the schools were
given a list of characteristics deemed descriptive of active
readers. They named the sixth-grade children they believed best met these criteria. The third and fourth sources of nominations for the sample were the children's nominations
of themselves or their classmates. After the names were tabulated, children whose name appeared on three or more of the lists were considered "active" readers for purposes of this study.
The major characteristic of the reading behavior under consideration was the range of purposes the children perceived for their reading. Children were asked to record every item they had read and select a purpose for that read ing. Measures were collected six times during a three-week period on consecutive Mondays and Fridays. Purpose for reading, as defined by Helen Smith (1966), was "the reading
'set' used to determine that which the reader intended to get from the selection." Five purposes for reading, adapted from Smith's list, were used: having pleasure, meeting assignments, seeking personal interest information, follow ing daily events, and answering questions.
Further description of the children readers included a teacher estimate of the children's general performance as 161
students and a standardized measure of reading ability
and mental age.
Six readers reported to be "active" readers were
interviewed to develop a more comprehensive view of active
child readers. Parents and teachers were also questioned
in an attempt to discover .more detailed and unique informa
tion about the home, school, and personal environments of
the readers.
Finally, a short reading inventory was given to all
the children to secure a broader picture of the sixth-
graders' reading behavior. Questions concerned the amount
of time spent reading, sources of reading materials, and
favorite books.
Four statistical tests were used to analyze the data.
On hypotheses concerning a comparison between boys and girls
or between active and other readers, a two sample jt-test was
used. To analyze questions concerning types and amounts of
reading reported on weekdays and on weekends, the paired
t-test was used. To analyze questions concerning relation
ships between classrooms, the analysis of variance was run.
Finally, on the hypotheses concerning teachers’ classifica
tion of students, the chi-square statistic was used.
The responses of parents, teachers, and children were compiled and reported in six case studies. 162
The responses to questions on the interest inventory
were compiled and reported in percentage figures. Children
were grouped by sex and by nomination to the active or other
group.
Limitations of the Study
Intact classroom groupings were used to explain and
to collect the data. The children did not have a choice as
to whether they wished to participate in the study although
every effort was made to secure their cooperation. The
passage of time and repetition of the form may have dis
couraged complete reporting by the children. The students'
responses were assumed complete, honest diaries of their
weekly reading. During the three-week period, teachers
might have encouraged more reading since the study empha
sized that curriculum subject.
The definition of "purpose for reading" as used in
this study was an applied interpretation of the term, sim
plified for the understanding of the subjects. Purposes
or reasons for reading were one aspect of the reading act
that helped to identify a mature reading pattern. The forms
used in this study were developed by the experimenter and had not been subjected to validity and reliability tests.
Children were given a closed response form to report read
ing purposes. Some children might not have been able to
select a purpose that explained their reasons for reading. 163
The mental age and reading achievement scores of the
active readers were compiled during an earlier period and
could be subject to slight differences in interpretation.
However, the scores were standardized and are generally used
in school systems as measures of children's abilities.
One has to be highly cautious in generalizing these
findings to other populations. This sample included children
from four suburban schools. Caution must be used in attempt
ing to generalize to other grade levels or populations who
differ from the sample used in this study. Realization by
students and teachers that they were participating in a
research project may have made them react differently than
they might have under normal conditions.
Summary of the Study
For this study, two hundred seventy-six children reported their reading over a three-week period. The collect ed data were presented in three sections: general findings, case studies, and inventory data. In the first section, the
21 hypotheses were examined in light of four purposes of the
* • study. Children noted the materials they read and selected the purposes that best described their reading. Comparisons were made between boys and girls and between active and other readers. In the case study section, six children identified as active readers were interviewed. Parents and teachers of the children were questioned also to develop 164
a comprehensive view of their home and school environments.
The gathered data were presented in six case studies. In
the final section, children's responses to an interest in
ventory were presented. The inventory was given to all 276
children to gain more information about their reading habits.
Responses were reported for the group as a whole, by sex,
and by membership in the active or other group.
General Findings
Four purposes and the 21 hypotheses'*' of the study
were examined in the first section of the analysis of the
data.
One purpose of the study was to describe the rela
tionship of factors in the reading patterns of the entire
group of sixth-grade readers. This included tests of sig
nificance for Hypotheses 1-6. There were some significant
differences in the reading patterns of the children. Re
sults of the paired t-test on Children's weekend and weekday
reading were reported for Hypotheses 3, 4, and 5. The chil
dren read for significantly more purposes during the week
than on weekends (H^). They also reported reading signifi
cantly more books (B^) on weekdays and more magazines on weekends (5a). No difference was revealed in the number of
newspapers and comic books read on weekends and weekdays
^H5b and H5c ^ ’
■*The hypotheses appear in Chapter I, pp. 8-10. 165
Differences in boys and girls' reading were tested
for Hypotheses 1, 2, and 6 using the two-sample t-test.
Boys and girls read for the same number of purposes ( H ^ .
However, girls reported reading a significantly greater num ber of books than boys (HL,) . Boys read more comic books than girls (Hgc). There was no difference in the amount of magazine and newspaper reading done by the boys and girls
*H 6a and H6b^ * A second purpose of the study was to describe the differences between active and other readers. This section included test of significance for Hypotheses 7-14. Several differences were noted. More girls were nominated to the active reader group than boys (H^). Other comparisons of active and other readers were tested for significance using the two-sample t-test. Children selected as active readers read for more purposes than did other readers (H^)- Active readers also read more books (Hg), reread more books (Hg) , and read more newspapers (H10b^ tlian other readers. There was no difference between the two groups in the amount of
age scores and reading achievement scores of the active readers were significantly higher than for the other readers
(H11 and H12). Finally, teachers classified active readers as above average students in comparison to the performance of other students in the classroom (H^g). 166
Another and third purpose of the study was to
describe the relationship of sex differences in the reading
behavior of active readers. Of the'63 active readers,
forty-one were girls and 22 were boys. Hypotheses 15-18
dealt with this topic.
The boys and girls in the group selected as active
readers reported similar types and amounts of reading. There
was no difference in their perceived purpose for reading
(H15) or in the amount of material they read * Also boys and girls in the active group reread a similar number
of books (H^g).
The fourth purpose of this study was to examine
reading behavior in relation to the classroom grouping of
the sixth-graders. Three hypotheses, 19-21, were generated
concerning classroom groupings. One hypothesis was tested
and there was a significant difference in the number of pur
poses reported read by the children in the separate class
rooms (H,„). The amounts of materials read by children in
the various classrooms could not be tested (E^q and EL>^)•
Case Studies
Case studies of six active readers were presented in
the second section of the analysis of the data.
0 There were many similarities in the reading his tories of the six children. All of the children could remember their first reading successes. Two of the children 167
learned to read at home hy picking words out of storybooks while the others remembered mastering early reading skills in the first grade. By the time the children were in sec ond grade, they were independent and interested readers.
The six children remembered names of teachers who seemed to like books. In some cases, the children could remember the books these teachers had shared with their classes.
These readers had special interests around which much of their reading was centered. Two girls were inter ested in a type of literature, biography, while the others reported interests in sports and animals. The children read books and magazines to gain more information about their interests. Although all the children expressed a special interest, they also read many materials in diverse subject areas. They had personal libraries of books, magazine sub scriptions, and access to family newspapers and magazines.
The children were regarded as good students and took active roles in the classroom activities.
The home environments of the children had many sim ilarities, including easy access to many reading materials.
The mothers and fathers had read to their children when they were younger and provided a time and place for their children to read as they grew older. The parents also bought books as gifts and planned trips to the libraries.
They reported that the children were good helpers at home and were busy with many outside activities. 168
The parents encouraged their children's interest in
reading. They had a positive attitude toward reading and
believed success in reading would benefit their children
in the future. The parents liked to read themselves and
shared their reading with their children. They felt reading
was an important and necessary part of their families lives.
Despite these similarities, there were great differ
ences among the children in terms of personal characteristics.
Inventory Data
The final section of the analysis of the data
included a report of the 276 children's responses to an
interest inventory. The intent of the inventory was to gain more information about the reading habits of the sixth-
grade children.
The children reported spending nearly twice as much time each day watching television as they spent reading.
Boys watched slightly more television than girls. The average television viewing time for boys was a little over three hours, while the average for the girls was about eight minutes less. Other readers reported spending an average of
35 minutes more each day watching television than active readers.
The children reported reading for an average of one and one-half hours per day. This was one hour and 20 min utes less time spent on reading than on television viewing. 169
Girls reported reading an average of 25 minutes more each
day than boys. Active readers read for approximately 30 minutes more each day than did other readers.
In reporting on a variety of past reading experiences,
children named receiving books as gifts more often than any
other of the four choices: using the school library; being taken to the library; being read to by parents or brothers and sisters; or belonging to a bookclub. In all cases, more than 50 percent of the students reported having the exper iences . Girls reported a greater amount of past experience than boys except in receiving books as gifts. Active readers reported more past experience with books than other readers.
The greatest difference was in book club membership. Sixty- eight percent of the active readers reported having belonged to book clubs against 51 percent of the other readers.
Children used many different sources to acquire and select reading materials. Six choices were listed: school library, classroom, book club, home, friends, and community libraries. Almost 90 percent of the children reported using the school library as their source of mater ials. Boys and girls reported little difference in sources used. The most frequently used sources for boys and girls were the school libraries, the children's homes, and the community libraries. Active and other readers used sources in much the same fashion. The greatest difference in the active and other readers' responses was in sharing books 170 with friends, with half the active readers so reporting
against 27 percent of other readers.
When the children were asked to specify the number of times per week they used school and community libraries, they had five responses available: twice a week, once a week, every two weeks, once a month, or not very often.
In all, more than 84 percent of the children reported using the school library at least twice a month. The figures were reversed for reported visits to the community libraries.
More girls than boys reported two trips per week to the school library. More than 90 percent of the active and other readers reported using the school library at least twice a month. The frequencies of visits to the community librar ies for active and other readers were much less.
When asked to note types of materials read every day, children reported using books, newspapers, and maga zines more often than other materials. Books were most chosen by girls as their chief choice of daily reading materials; boys put magazines first. Although active and other readers chose books and newspapers as the most common daily reading materials, more active readers than other readers reported this activity.
Presented with a list of 14 series books, the chil dren wrote the number of books they had read from each series.
Nancy Drew Mysteries was the series reported read most often. 171
Girls read more Nancy Drew Mysteries than books from any other series. The most widely read series for boys was the
Hardy Boys stories. Active readers read more Nancy Drew and Laura Ingalls Wilder books than other readers. In general, active readers read more series books than other readers.
Children were asked to name their favorite books.
The most frequently mentioned books were Charlie and the
Chocolate Factory and Charlotte's Web. Active raaders also mentioned the Laura Ingalls Wilder Little House books and
A Wrinkle in Time.
When asked to choose their favorite subject, most children selected physical education. However, active readers chose reading as often as physical education.
Discussion
The major purpose of this study was to describe the reading behavior of active, or mature, sixth-grade readers in comparison to other readers in the classroom. Active readers read for a greater range of purposes than other readers. They also read more books and newspapers than their peers. Generally, the active readers were also the better students in the class, having scored significantly higher on standardized mental age and reading achievement tests as well as having received above average ratings from their teachers. 172
Information secured from the case studies and the
inventory showed that active readers spend more time read
ing and less time watching television than their peers. \ Book club memberships and sharing books with friends were
popular with active readers. Also, these children reported
liking reading as a school subject and going to printed mat
ter for pleasure and for information.
The findings from this study support earlier research.
On an average, there were five active readers per class room, a figure that agrees with the studies of Henderson and Long (1970) and Asheim (1956). According to their find ings, active readers seldom make up more than 25 to 30 per cent of any group that reflects a cross-section of the total population.
The boys and girls in the active reading group re ported similar reading behavior, although there were more girls in this group than boys. Wollner (1949) reported that certain boys read a great deal and this remained true in this study; however, the majority of the active readers were girls. Perhaps as was evidenced in the case study of
Stan's reading, some boys have passed the "reading craze" period suggested by Terman and Lima (1931) and have already become involved in other activities. As the earlier re searchers noted, the amount of time spent reading and inter est in reading sharply decreases when children enter junior 173
v high schools. The active readers' higher mental age scores reflected earlier findings, by Terman and Lima (1931) and
Lazar (1937) that bright children read more. This conten tion could include the higher reading achievement scores of active readers.
According to Gray and Rogers (1956) , a mature read er may be described as having a special purpose or special motivation for reading. More importantly, this reader is able to recognize the unique purpose for each item or ar ticle that he reads. Helen Smith (1967) noted that good high school readers were also able to recognize purposes for reading. Active sixth-grade readers in this study per ceived their reading for a wider range of purposes than other readers. They had a better understanding of the rea sons for reading and the possible benefits they could ac quire from reading. They saw their reading as more than a limited school subject and were able to relate reading to many of their daily activities. In the case study reports, the two boys noted a special interest, sports, that was motivating their reading. Stan read anything he could find on swimming and Dick kept rereading sports books because he had trouble finding new ones. Two girls, Mary and Jane, had developed an interest in people of other times and other cultures and were trying to relate to these times and places. These subjects had become a focus or radix of 174
interest to which most of their reading related, an aspect
of behavior which is parallel to the pattern of mature
readers discussed by Gray and Rogers (1956).
In comparison to other readers, active readers read
more books and newspapers and reread more books than other
readers. They enjoyed reading and spent mare time reading
than their peers. Asheim (1956) and Gray and Rogers (1956)
noted that time spent reading was a factor in interest in
reading. These children were very highly interested in
reading.
Some of the reading time was spent reading series books. Frank (1960) noted that children find pleasure in
certain books that run in a series. Active readers also
shared books more frequently with their friends and be longed to book clubs more often than their peers. They
felt that owning books and sharing books were important parts of their daily activities. The reading interests reported by the children in the case studies were similar to those listed by Betts (1961), with a decided interest
t in series mysteries and series sports stories.
The home and school environments of the active readers reflected an adult interest in printed matter.
Clarke (1956) noted that parents' interests in reading was a factor in children's reading, while Hansen (1967) pointed out that the home environment was a good predictor of reading success. In the home of the six active readers 175 who were interviewed, the parents had a highly positive attitude toward reading and believed tlat reading would help their children in the future. In these homes, books were easily accessible and magazines arrived weekly. The parents read and shared their reading with each other and with their children. In all cases, they had read to the children in earlier years; some mothers were reading to their sixth-grade children.
As with all the active readers in this study, these children received many books as gifts and had been taken to the community libraries at a young age. The parents took an interest in their child's reading and could accurately judge their child's reading ability, a fact that Jefferson
(1958) noted earlier. The six children interviewed were the oldest, youngest, or only children in their families.
Otto (1965) found the oldest or the only child in a family was the better reader but he did not find it to be the same for the youngest member of the family. Perhaps having lived in a very literary home, the youngest child read to keep up with the family interests and discussions.
The children that were interviewed displayed an
"intelligent delight" and an "irresistible compulsion to read" similar to that described by Center (1952). Their response to literature was maturing from a compulsion to read many books to a selective desire to learn more about 176
the world around them. The children were moving through
the reading levels described by Strang (1942) and Wittick
(1960). They were taking an active role in choosing what
they read. These children were bringing an interest in
people and topics to their reading and were interacting with
their reading. This interaction of reader and books is
essential for a response to literature as discussed by
Rosenblatt (1938).
Early (1968) listed descriptors of five stages of
reading. Most active readers appeared to be at the third
stage where they had discovered and read many series books.
Mary moved to Early's fourth stage where she recognized the difference in the quality of books. Also, the active read ers remembered teachers who liked reading and encouraged their reading and writing.
The reading patterns of the entire group of sixth- graders varied on weekends and weekdays. Children read for more purposes during the week than on weekends possibly because they were engaged in teacher directed reading during the week. Boys and girls reported similar reading patterns.
The number of books read by the children was greater during the week than on weekends with girls reporting reading more books than boys. The accessibility of books in the school and class assignments were no doubt factors in the number of books read on weekdays. Pader (1968) and Bissett
(1969) reported that easy accessibility to books encouraged 177
reading. Waples and Tyler (1931) included the environment,
sex, and time spent reading as factors that influence read
ing. In the present study, more girls than boys reported
reading boohs and girls spent more time reading. Both boys
and girls* reported receiving books as gifts although girls
shared books with their friends more often than boys. The
time spent watching television by the boys and girls was
similar to the amount of time reported by Witty (1961)—
about three hours per day. Children reported spending about one and a half hour reading, which was slightly higher than the averages reported by Witty. Since the present study was conducted in a classroom atmosphere, students may have considered more class time in their estimate of daily reading time.
Girls read more series books than boys. Some of this interest in series books doubtless came from the children's parents, who purchased the books as gifts. Also, the girls shared their books with their friends and in this way helped to distribute more series books among their peers. The girls and active readers read a greater number of these books than other readers.
Children did not read more newspapers on weekdays than weekends. The amount of newspaper reading done did not vary with a change in class assignments. Most chil dren reported reading the newspaper to keep up with news and sports. A possible explanation was that children saw 178 their parents read the papers on a routine basis and were
following'that pattern. This would be similar to the con clusions reached by Waples and Tyler (1931), who believed the environment had an effect upon the amount of reading.
Since there was a small response by the children to comic book reading, the results were not conclusive, although boys reported reading more comic books than girls.
Children used the school libraries as their main source of books, with active readers reporting more than two trips a week to the libraries. This would support
Gaver's (1963) finding that school library programs are important. However, some active readers felt they had to go to other sources for reference materials because they believed the reference section was limited in their school libraries. Children used community libraries less often.
A factor that might have influenced this response was that the community libraries were a great distance from the homes of the children and had to be reached by car.
When the range of purpose category was analyzed by classroom, students in certain classrooms reported reading for a significantly wider range of purposes than children in other classrooms. This finding would be more dependent upon the school than the home environment. The teachers’ methods of helping children discover many reasons for their reading might influence this result. Perhaps the teachers’ 179
presentation of the language arts curriculum or her expec
tations of the class as a whole encouraged the students to
view their reading as a skill that may be used in many ways.
These teachers offered a variety of activities related to
literature.
Possibilities for Further Study
The major purpose of this study was to describe the
reading behavior of active readers. Comparisons between
active and other readers were cited to discover similar
ities and differences in the reading behavior of the two
groups. Case study interviews offered more information
about the reading history of six active readers. Finally,
data from an inventory provided more descriptors of the
active readers as well as information concerning favorite
books and series books reported read by the children.
To develop a clear and precise picture of the active
elementary school reader, more research is necessary. The
instruments used in this study may be modified for further
research; the study could be replicated using a different
sample; aspects of the results of this study may be re
searched more comprehensively; and further research may be
developed from omissions in the procedures or data collect
ing instruments of the present study. Finally, analysis of
the results of this study provide a basis for general re marks concerning children's reading behavior in the elemen tary school. 180
Testing and Development of Instruments
The investigative instruments developed for this
study offer a means of identifying and describing active
readers. First, the method developed for selecting active
readers (see Appendix B) is a simplified way of identifying
the more mature readers in the classroom. For this study,
the significant differences between the active and other
groups suggests that this simplified method of nominating
active readers is a viable tool.
Second, the use of the reading record (see Appendix
D) allows for collection of information about the purpose
and variety of reading materials reported read by active
and other readers. This study demonstrated that differences between the responses of the two groups to the reading
record can be measured. Third, the use of the reading
record enabled the researcher to distinguish descriptors of
a group of active readers which may have teaching implica tions. Active readers in this sample read for more purposes than other readers. They also read more books and news papers than other readers. A list of characteristics of the active readers' reading behavior may aid teachers in enrich ing and enlarging the school reading program. xai
Fourth, the descriptions of active readers, with all
their limitations, offer substantiation to earlier attempts
to theorize and to define characteristics of active readers.
The comparisons of responses on the reading record, the
case studies (see Appendix H), and the reading inventory
(see Appendix C) include general and specific aspects of the
profile of active readers' reading behavior. Fifth, the
comprehensive pictures of six active readers developed
through the teacher, parent, and pupil questions and reported
in the six case studies (see Appendix H) provide a framework
for describing the school, home, and personal development
of active readers. Responses to the interviews offer a more
complete picture of the reading history and total environment
of active readers. Finally, the reading inventory (see
Appendix C) may have something to offer for further research
in the study of favorite books and number of series books
read. Although some questions for the inventory instrument
were drawn from conventional sections of such instruments,
the questions concerning favorite books and series books
provide a way to collect information that distinguishes
active and other readers.
In summary, the instruments developed for this study may be used in further research as means to identify and describe characteristics of active readers. The selection procedure, reading record, case study interview questions, 182
reading inventory, as well as combinations of the forms
are workable instruments for identifying and describing different reading behaviors.
Replications of the Study
This study should be replicated with children in different schools and at various grade levels so -the find ings may be generalized to a larger population. The repre sentative sample should include children from different parts of the city as well as children from suburban comm unities. The responses to the reading record could be collected for a longer period of time than was reported in this study. What are the differences in the reading behavior of sixth-grade children in the inner city compared to those of children in suburban communities? How does the reading behavior of active readers change as they grow older? At what grade can a group of active readers be identified? What changes in amount or type of responses are recorded by active and other readers over a six-week or eight-week period? What is the reading profile of an active fourth-grade reader and how does it compare to the reading behavior of a sixth-grader? 183
Extensions of Aspects of the Study
This study presents a way of identifying children's
purposes or reasons for reading. It allows for a more
definitive discussion and investigation of the nature of pur
pose -for reading. Also, the studj- includes characteristics
from the personal history of active readers that offer poss
ibilities for further research.
The method used to identify children's purposes for
reading is a way of getting at children's reasons for read
ing. It is a basic approach and could be modified to include
a more sophisticated interpretation of "purpose for reading."
Children may have more reasons for reading than those sup
plied on the reading record (see Appendix D). An open-
ended response possibility might encourage more students
to respond.
The personal histories of the active readers reported
in the case studies include information that could be
expanded to offer more detailed information about the chil
dren' s past school experiences and their past reasons for
reading as well as their current reading behavior. The sim
ilarities and differences among the active readers could be
researched using a combination of the case study and interest
inventory responses. More information could be gathered
from teachers, parents, and classmates to develop a better and more complete picture of the profile of active readers and their reasons for reading. 184
Sidelights
Other topics of interest that developed during the
present investigation include alternative methods for iden
tifying active readers; identification of specific types of
books; the function of non-book material; teacher actions
and book use; and parents' attitudes toward reading.
A combination of two instruments could be used to
identify active readers. After the nomination procedure is
completed, one list of active readers would be identified.
A second list could be made from the total number of re
sponses on the reading record. The list of children who
reported reading for the greatest number of purposes could be compared to the list developed from the nomination pro
cedure. A comparison of the two lists provides a more
selective way of identifying children for the active reader group.
In the present study, information and pleasure books were considered in one category. Specific differences be tween the two types of books could be identified and sup plied to the children, so they could categorize their book reading. The number of pleasure and information books read by the children could be compared.
Children read a great deal of non-book material including magazines, newspapers, and comic books. Further research could be done to discover the function of non-book material in the lives of the children. For example, active 185
readers reported having their own magazine subscriptions,
reading family magazines, and finding others in the school
libraries. What part does magazine reading play in the total
reading environment of active readers?
In two classrooms, children read for more purposes
than children in the other classrooms. The teacher influ
ence may have had a direct bearing on the type and amount of
reading done by the children. Further research is needed to
identify selected teacher behaviors that encourage children
to read.
Finally, parents' attitudes toward reading could be
examined in much greater depth. All the parents of the chil
dren described in the case studies had a positive attitude
toward reading. It would be interesting to compare the
attitudes of parents of other readers with those of active
readers.
New Foci of Concern
The literature on children's interests is vast and
useful in most descriptive situations. However, it has a
limiting function since it is often interpreted as a defini
tion of what children should like to read. The interpreta
tion of the literature on interests often is demonstrated
by giving children what they are supposed to like to read
instead of by encouraging them to investigate reading materials to find out what they want to read. In other 186 words, this method supplies the children with a response before they have time to explore the question.
An investigation into the children's-purposes for
reading supplies more pertinent information since it begins by asking the children to describe what they want to read and their reasons for reading. Purposes for reading can be
^expanded as children are taught the various reasons for and benefits of reading. Reasons for reading can be developed at any age as long as children become aware of the many ways their reading can be adapted for pleasure and for in formation.
The need to help children understand the many pur poses for reading should be an important part of pre-service education for teachers. They should be continually aware that reading covers the total school program and is not only a skill that has to be taught. Teachers need to realize that children will read individually and independently only when they are aware of the many ways reading can benefit their lives. They need a purpose or reason for reading. APPENDIX A
LIBRARIAN TEACHER NOMINATION FORM
187 APPENDIX A
LIBRARIAN - TEACHER NOMINATION FORM
This study is attempting to identify and describe
the habits of "active" sixth-grade readers.
Such a child . . .
1. Uses the library frequently 2. Has demonstrated the ability to use reference materials 3. Spends spare time reading 4. Chooses reading as an extra curricular event 5. Can suggest good books for his peers 6. Can recite incidents from printed matter or quote passages from books.
In short, these are the children who do a good
deal more than the usual amount of reading.
Would you please list the names of at least five
sixth-grade children who you believe could be described by this definition?
I believe the following sixth-grade children are "active
readers:
188 APPENDIX B
STUDENT NOMINATION FORM
189 APPENDIX B
STUDENT NOMINATION FORM
Here is a list of activities that may describe you or some
one you know in your classroom. As you read the list, try
to think of students in your classroom who do these things.
This boy or girl . . .
1. Goes to the library a great deal 2. Can help his friends find things they need in the library 3. Spends lots of time reading 4. Sometimes wants to read rather than play 5. Can suggest a good book for other children to read 6. Has read a lot of books 7. Can tell about the stories in books, maga zines, and newspapers.
Do you know boys or girls in this room who sound like this
(they read a lot)? If so, list the name(s) here:
Are you such a reader yourself? If you think so, list i your name here:
190 APPENDIX C
MY READING HABITS AND INTERESTS INVENTORY
191 Name
Teacher______
S chool______
INVENTORY: MY READING HABITS AND INTERESTS
1. How much time a day would you say you spend reading?
_____ less than 30 minutes _____ ahout an hour _____ about two hours _____ about three hours _____ more than three hours
How much time a day would you say you spend watching TV?
_____ less than 30 minutes _____ about an hour about two hours about three hours more than three hours
Here are some reading experiences that could happen to children. Check those that would have applied to you when you were younger.
_____ used the school library received books as gifts was taken to the library was read to by parents or brothers and sisters belonged to a book club or ordered paperbacks
4. Would you check the places where you get books to read?
_____ school library _____ classroom _____ book club _____ home _____ from your friends _____ community library
192 193
5. How often do you go to the school library?
once a week twice a week every two weeks once a month __ not very often or never
6. How often do you go to the community library?
, once a week twice a week _ every two weeks once a month not very often or never
7. People read many different kinds of things every day Do you read any of the following kinds of material at least once a day?
magazines books comic books — information books (like encyclopedias) newspapers text books _____ basic readers
8. Her® is a list of series books. Please put down the number of books you have read from each series.
The Bobsey Twins Nancy Drew Mysteries The Hardy Boys Alfred Hitchcock Mysterv Series ____ Sue Barton, Nurse Cherry Ames, Nurse Wizard of Oz Paddington Adventures Tarzan ----- Laura Ingalles Wilder's Little House Books Sports Stories by Matt Christopher Maud Lovelace 1s Betsy Tacy Books Caroline Haywood's Eddie Books ----- Walter Brooks' Freddy Books 194
9. Sometimes people like to read books for a second or third time. You may have found that you especially like a book and have read it more than once. If. you have, write the title or titles on the following lines.
10. What is your favorite subject in school?
_____ arithmetic _____ reading _____ music _____ art _____ language _____ science _____ physical education _____ social studies APPENDIX D
READING REPORT RECORD
195 READING REPORT RECORD
Name______Directions: Write down everything you have read School______since the last record. Put the title Teacher______of the article or book in the column Date______that best describes why you read that particular item. Then check the box Girl Boy (Circle One) at the bottom of the column that best describes the type of material you read.
To enjoy the To get infor To learn more To keep up To answer a book or mation for about a hobby with news question of article school or special and sports your own or to interest have a new experience
•
Book Maqazine Newspaper Comic Book Information Book Basic Readers
H vo cr> APPENDIX E
TEACHER ESTIMATION FORM
197 APPENDIX E
TEACHER ESTIMATION FORM
This study is an attempt to describe the various characteristics of a child who reads a lot, an "active" reader, and other children in your classroom. One aspect of the child's performance is relative to this study. It is the child's general performance in the classroom.
Would you please consider each child in your class room in relation to this variable? Check whether you be lieve the child's performance is average or above average in relation to the other children in your classroom.
The following definition may help you.
General Performance as a Student: The child's general attitudes, abilities, and actions as demonstrated by his ability to adjust and suc ceed at assigned and independent tasks.
Average Above Average Names of Children Students Students_____
198 APPENDIX F
PARENTS’ PERMISSION LETTER
199 Dear Parents,
As part of a research project at Ohio State Univer sity, I am collecting information to describe the reading patterns and interests of sixth-grade children. The pur pose of this study is to present a description of avid and other readers in the sixth-grade. Your child is taking part in this project at school.
To complete the data collection process, it is necessary to record your child’s mental age and reading achievement scores. Your permission is required before such information may be released.
All data are confidential and will be reported anonymously in the final report. By signing this form, you will allow your child's scores to be released only for the purposes of this research.
I would appreciate your cooperation.
Sincerely yours,
Judith M. Sostarich
Parent's Signature
200 APPENDIX G
PARENTS' INTERVIEW LETTER
201 Dear
As part of a research project at Ohio State Univer
sity, I am collecting information about the reading behav
ior and interests of sixth-grade students. Your child has
been identified as an active and avid reader.
To secure a complete description of your child's
reading outside of school, I would like to personally ask
you some questions about your child's reading history. The
interview will take no more than twenty minutes and may be
conducted at a time and place most suitable to you.
I would like to assure you that all information is
confidential and will be reported anonymously in the final
report.
I would appreciate your cooperation and will tele
phone you in the near future to discuss further arrange ments .
Sincerely yours,
Judith M. Sostarich
202 APPENDIX H
INTERVIEW QUESTIONNAIRES
203 TEACHER INTERVIEW
Name______Grade Currently Teaching______Last Grade Taught______Number of Years Experience______Highest Degree Held______Did you ever have a Children's Literature course? _____ Yes _____ No If you did, about how many years ago?______
A. Books That You Have Read Aloud This Year
1. What books have you read to your class this year?
2. What books are you planning to read to your class this year?
3. What stories or chapters from books have you read aloud to your students this year?
4. Have you read any children's books to yourself for the first time this year? What were they?
5. Do you have a favorite children's book? What is it?
6 . Do you read poetry aloud to your students?
7. Do you have a favorite poem? What is it?
8. What poetry anthologies do you have in your class room?
B . Selection Aids
1. Do you have a classroom collection of books? About how many books are in the collection?
2. In selecting books for purchase and use for class, where did you go to get help and suggestions? Check the one or ones that you used the most.
_____ book displays _____ ideas from basal readers _____ another teacher's recommendation 204 205
_____ librarian _____ Principal _____ Supervisor _____ Special selection aids (Arbuthnot1s Children1s Boobs Too Good to Miss, etc.) If checked, please list: 1. 2 . 3. 4.
_____ Reviews in periodicals. If checked, list name of periodical that you use for book reviews: 1. 2 . 3. 4.
_____ Other sources (please explain)
3. Does your classroom collection change during the year? About how often?
C . Sharing Books and Printed Matter
1. Facing a busy day and a full schedule, do you find time to read aloud to your class? Which statement below describes best your situation on reading aloud to your students?
_____ I try to read daily. I read about _____ min utes per day.
_____ I read occasionally, sometimes fairly regu larly, sometimes not. I average about _____ minutes a week reading aloud.
_____ I seldom read aloud. Just when there is extra time.
_____ I never read aloud to the class.
2. Below are listed some other techniques that might be used with students. Check the statements that best describe your situation.
Storytelling (Having a repertoire of complete stories for telling to students)
_____ Often, I have an interest in this area. _____ Occasionally, 3 or 4 times a year. 206
_____ Seldom, 1 or 2 times a year. _____ I have not used this particular method.
Book Talks (Taking several books that you are well acquainted with and introducing them to your class)
_____ Often, I try to give book talks on a regular basis. _____ Occasionally, but at least 4-6 times per year. _____ Seldom, 1-3 times per year. _____ I have not used this particular method.
Audio-visual materials (Films, records, etc. for literature purposes)
_____ Often, at least once a month. _____ Occasionally, but at least 4-6 times per year. _____ Seldom, 1-3 times per year. _____ I have not used this particular method.
Other methods
Are there any other ways you share books with children? Please list them.
3. Is there time during the school day or school week for the students to read their own library books? Which statement best describes your situation?
_____ A regular time is provided each day. Approx. ______. _____ Time is provided on a certain day or several days a week. _____ Students may read at free moments and after assignments are completed. _____ Students usually are expected to read the book at home. 207
4. Which statement best describes the student use of the school library?
_____ Students have daily access to the central library. _____ Students may go as a group once a week and at other times when there is a need, and permis sion is given. _____ Students may go to the library once a week or once every two weeks. _____ Students cannot go to the central library, the teacher or librarian brings the books to the room.
5. List the ways in which books are made available to your present class.
_____ book club _____ classroom library _____ school library _____ community library
6 . What are some techniques and ways you have used for your pupils to report, to share, and to enjoy creatively their books and stories after they have finished reading them?
7. How do you teach reading skills in your classroom?
D. Use of Books in Instruction
1. Are class assignments given from one or more texts? Please explain.
2. Curriculum in social studies or science often can be taught using different materials. Which approach describes your method? _____ use one basic text as a major reference _____ use more than one text book as a major source _____ use library books as major sources _____ use a majority of pamphlets, magazines, or newspapers as a source of materials no books; experienced based. Many of the subject areas in elementary school can be taught using one of the three following methods. Which method do you believe is most effective in your classroom?
_____ unit based _____ textbook based _____ discrete interest areas
Some teachers believe current events can be used effectively in the classroom. What materials and methods do you use to talk about current events in your classroom? Please explain:
Are major news stories discussed in your class room? _____ Yes No If they are, what materials do you believe are essential to this discussion?
Do your children subscribe to a children's news paper (example: Weekly Reader) or a magazines as a class? _____ Yes _____ No If yes: What methods do you believe are most successful in using the newspaper in your class room? Please explain. 209
What subject areas do you believe lend themselves to the most varied amount of materials?
_____ arithmetic______music _____ physical education _ social studies _____ language _____ reading _____ science _____ art
8. What subject do you enjoy teaching the most?
_____ arithmetic _____ science reading _____ music _____ physical education _____ art _____ social studies _____ language
9. Do you have interest areas in your classroom? _____ Yes _____ No If yes: What areas do you have?
If yes: What are the most popular areas? HOME INTERVIEW
Your child has shown an active interest in reading. The purpose of this study is to describe the reader's purposes and motivations for reading. Part of this purpose includes a description of the reader's home environment as it re lates to his reading.
All information will remain anonymous in the final report ing and none of it will become part of your child’s record.
Could you please answer the following inventory to help describe your child's home reading environment?
Name of child______Father's Occupation______Father's highest grade attended in school______Mother's highest grade attended in school______Ages of all children in the family______
Of the children we have, just mentioned, we are going to talk about ______. We will probably be referring to the others on occasion but our discussion will be mostly about______.
1. How does______usually do in school?
2. How much does read outside of required schoolwork? How many hours does he/she read for recreation during the week? Do you consider this adequate? Do you encourage more reading? Is there a regular time set aside for his/her reading? How regularly is this followed?
3. Do you expect him/her to read any number of books monthly? How many would you be satisfied with? Do you force him to read? What kinds of books do you encourage him to read?
210 211
The following questions are aimed at getting an assessment of the materials available in the household related to children's reading.
4. What newspapers or magazines do you subscribe to? Do you encourage your child to read them? If so, how? Do you discuss articles or stories in his presence? Does he participate or mainly listen?
5. Does your child have a library card? For what library? When did he get it? Who git it for him or did he get it for himself? Did anyone go with him on his first visit? Who? Where else does he obtain reading material?
6 . How is your child at completing jobs on time, helping around the house, or picking up after him? Does he do these on his own?
7. How would you describe him/her as a reader? What do you think about his reading?
8 . Has your child always spent a lot of time reading? When did his reading become noticeable? Has he read more at one time of the year than another? Has he read more at one age than at another? How would you describe the history of your child's reading?
9. Has your child shown a prolonged interest in some topic or some type of reading materials? If so, what are they?
10. How do your other children like independent reading?
11. Did you read books to your child when he was younger? At what age did you stop? Do you still read to him? How regularly did you read to him? Does he read to you? Who else read to the child? Can you remember any of his favorite stories? What do you think is your child's favorite book?
12. Does your child bring homework from school? How much time is spent on homework daily? Do you help him? How often? Have you always helped him? 212
13. Is there any time when you talk about what your child reads? Is there any time when your child initiates a discus sion about his reading? Do you ever initiate these discussions? How often? For what purpose? . How do you follow-up on discussions?
14. About how many hours on weekdays does your child watch television? What are his favorite programs? Do you approve of ;the number; of hours? What do you think of.his selections? When .you do not approve, what do you do?
15. Did you like to read as a child? Can you remember any.books you read as a child? What were they?
16. What is different about the way your child reads com pared to the way you read?
17. What are your favorite television programs? Have you recommended any programs to your child in the past two weeks? If so, which ones? Do you discuss any programs with your child after watching?
18. How often does your child read comic books? Do you see any value in them?
19. Do you give books as gifts to your children? How often? Do you give books as gifts to persons outside of your family? Are the children involved in the selection of these gifts? Do you encourage giving books as gifts?
20. What effect do you think liking to read will have on your child's future career? What are you doing to encourage this?
21. Do you think reading has been important to you and your husband's life and work? How?
22. Can you name any books your child has read in the past month? 213
23. How do you describe yourself as a reader?
24. How do you describe your husband as a reader?
25. Who reads more, you or your husband?
26. Is there any advice you would give other parents who want to encourage their children to read? STUDENT INTERVIEW
The purpose of this talk is to try to find out more about you and your reading. Many people here at school think you are a good reader. I'd like to know more about you and more about your interest in reading. Would you please answer these questions as honestly as you can?
1. Do you like to read? Why?
2. Can you remember when you started to like to read?
3. Can you remember what grade you were in when you really started to read a lot on your own?
4. Do you remember the first book you read all by your self? What was the name of the book? Did you like the story? Why do you think you remembered it?
5. Do you have a favorite book? What is it? Why is it your favorite? How did you find that book to read?
6 . What is the last book you read? Why did you choose to read it? What did you think about it? Would you read it again? Would you suggest it to a friend?
7. What magazines do you read? Where do you get the magazines to read? Do you have a favorite magazine? What is it? Why is it your favorite?
8 . What comic books do you read? Where do you get the comic books you read? Do you have a favorite comic book hero? Who is it? Do your friends read comic books? What is their favorite comic book hero?
214 215
9. Do you read the newspaper? What parts of it do you read? Why do you read the paper? Do your friends read it?
10. Have you ever read a book more than once? What was it? Why do you think you read it again? Would you recommend it to a friend?
11. Can you remember any teacher who really seemed to like books and read a lot to you? What was her name? What grade did she teach?
12. Can you remember the names of any books teachers have read to you?
13. Did your parents read to you when you were younger? Do you have a favorite story you share with your parents? Did your brothers or sisters ever read to you? Are you sharing a book with your family right now?
14. Are there any topics that really interest you, like space, baseball, knitting, etc.? What have you read on that topic?
15. Do you have a friend that likes to read? Do you have a brother or sister that likes to read? Do you know anybody who likes to read as much as you do?
16. Have you had an interest in a topic that has lasted a long time? What is it? When did you first get interested in it? What have you read about it?
17. What do your brothers and sisters read? Do they share what they read with you? How?
18. Do you talk about what you read at home? When?
19. Do you have a special place you go when you want to read? Where is it?
20. Where would you look if you had to do a report on something special in science (example: insects) for school? Would you have information like that at home? Where would you look at school? 216
21. Do you have a library card? Do you use the library? Why?
22. What is your favorite television show? What would you guess would be the favorite television show of your friends?
23. What is your favorite subject in school? Has it always been your favorite? APPENDIX I
REPORTS FROM THE SCHOOLS
217 REPORTS FROM THE SCHOOLS
I. Introduction
Name - Sostarich
Favorite Subject?
I'm going to talk about the one many people often ask about— reading.
This is different. Let's not just talk about books. What else do you read? What else could you read?
MAKE LIST ON BOARD.
II. Explanation of Study
What does research mean? (Investigation) We're looking into or investigating things that children read. This is not any kind of test because there are no right or wrong answers. In fact, one reason for doing research is to try to find or discover answers.
Your teachers have said that you are pretty good readers. They know you and have said that you will help us find some of these research answers.
What we need to know is what you read. Simple isn't it? Everything you write down on these forms will be kept confidential. Does anybody know what that word means?
For example, I may tell the teachers that five of you read Sports Illustrated, but I won't say which five or how many times you read it. I hope that by the time this is through, we'll be friends. You are really helping me out by being honest in your answers to these forms.
218 219
III. Reading Record
We'll do this form a few times in the next few weeks. Maybe you could be thinking more about the times you read. READ DIRECTIONS ALOUD. Next time, why don't you try to think up a really different or unusual thing you could read. We'll talk about it next time. Perhaps you could tell us about something funny you read.
IV. Student Nomination Form This form is a little different. You already know all the people in this class. Some are good ath letes, some are good spellers, or actors, or math ematicians. Since we're talking about reading, who do you think are good readers. READ FORM ALOUD. BE SURE THEY UNDERSTAND. Look around the room, maybe it'll remind you of someone else who you think reads a lot. If you think you read a great deal, be sure to write your own name on the last line.
V. Interest Inventory
This is the last form for today. In this part of the research, we are just trying to find out what an average sixth-grade reader is like. Put down what you read— SOME ANSWERS YOU CAN CHECK MORE THAN ONE BE SURE TO LOOK. Be sure your name^is on the paper and that you have done all four pa^es.
Thank you— I'll see you later this week. 220
READING RECORD REPORTS November 2 , 1973
I 'm backI
Name - Miss Sostarich.
Reading, any reading.
What is the usual reading you do during a school week? What are some of the things you read this week?
Did anyone read anything unusual or different?
Think about the reading you have done this week as you fill out this form.
READ DIRECTIONS ALOUD.
Remember: this is a confidential form, so please be as complete and honest as you can.
COLLECT.
We'll do this a few more times; maybe you can think of the kinds of reading you do this weekend.
READING RECORDS November 5, 1973 Monday
Good morning (afternoon)1
Did you have a nice weekend? play ball? listen to football games? rake leaves? do some sewing or cooking?
I'm back because I'd like you to record what you read over the weekend. It should be easier to do this time since you know the form and since you have only two days to remember.
Just put down what you read--even a cereal box or a score card; I realize since it was a weekend and only two days you might not have as much to write as you had on Friday, Remember this is confidential.
Thanks for doing such a good job on the forms last week. I appreciate your help on this research. 221
READING RECORDS November 9, 1973
Good Morning!
I hope you have had an interesting week in school. Have any of you done something you thought was really different or interesting?
As you know, I'm especially interested in what you read this week. I'm sure you'll have more information than on Monday since you were here in school this week.
The form we're going to fill out today is the same one. Please try to remember everything you have read. I appreciate your cooperation with this research.
READ DIRECTIONS ALOUD
COLLECT
READING RECORDS November 12, 1973 Monday
Good Morning (afternoon) i
I hope that you all had a nice weekend. Did anyone do something that they would like to tell us all about? Any camping trips this weekend? I know I enjoyed the football game. Did you see it?
Like last week, I'd like you to record what you read over the weekend. You only have to remember what you read for the last two days.
I realize since it was a weekend and only two days since the last report that some of you might not have as much to write down as you had on Friday. Just write down what you read.
Thank you for your help with this research. 222
READING RECORDS November 16, 1973
Good Morning (afternoon)I
I bave come for the last time j find out about your read ing. Like I said last week, I know that you do different kinds of reading during the week than you do at home. What have you been studying at school that you need to read to do? Do you have a favorite topic that you have been study ing lately?
Please fill out the forms completely. DON'T FORGET TO PUT YOUR NAMES ON THE PAPERS I
I want to thank you all for your help with this study. I appreciate you taking the time to do this. I'll be back sometime later to tell you, in general, how the study came out. Have a nice day. A P P E N D I X J
TABULATION OP FAVORITE BOOKS OR BOOKS
REPORTED REREAD BY CHILDREN
223 224
Bov Girl Active Other Total
AQC's Wide World of Sports
Abe Lincoln
Adventures in Forgotten Valley
Adventures of Huck Finn
All of a Kind Family
All of a Kind Family Uptown
Alvin's Secret Code
Amy and Laura
Andy Buckrem's Tin Men
Angie
Annie Oakley
April's Witches
Arabian Knights
Are You There God, It's Me Margaret
Arrow Book of Sports
Babe Ruth
Baked Beans for Breakfast
Bambi
The Baseball Trick
The Bear's House
Best Friend
Betsy-Tacy
Black Beauty 225
Bov Girl Active Other Total
The Black Stallion Series 2 2 2
Bob Turley 1 1 1
Born Free 2 1 3 3
The Box Car Children 1 1 1
Bread and Butter Journey 1 1 1
Brian's Song 2 2 2
Buffalo Knife 1 1 1
By the Banks of Plum Creek 1 1 1
Call it Courage 2 1 3 3
Call of the Wild 1 1 1
The Cay 1 1 1
Casey Stengal 1 1 1
Catcher with a Glass Arm 2 2 2
Charles Darwin’s Origin of 1 1 1 the Species (abridged)
Charlie and the Chocolate 7 13 5 15 20 Factory
Charlie and the Glass 1 1 1 Elevator
Charlotte's Web 3 16 3 16 19
Chitty Chitty Bang Bang 2 2 2
The City of Lead and Gold 1 1 1
Clifford the Dog 2 2 2
Clue in the Crumbling Wall 1 1 1
The Cronicles of Narnia 1 1 1
David Livingston 1 1 1 226
Bov Girl Active Other Total
Deadline at Spook Cabin 1 1 1
Dr. Jeckle 1 1 1
Don't Take Teddy 1 1 1
Ellen Tebbits 3 3 3
Encyclopedia Brown 1 1 1
Escape to Witch Mountain 1 1 1
Freddie Plays Football 1 1 2 2
Freddie the Detective 1 1 2 2
Fifteen 2 1 1 2
The First and the Last 1 1 1
The First Four Years 2 2 2
Five Chinese Brothers 2 2 2
Flower Treasure 1 1 1
Follow My Leader 3 6 2 7 9
Football Boys 1 1 1
From the Mixed Up Files 1 1 1 of Mrs. Basil E. Frank- weiler
Ghosts, Ghostsj Ghosts 1 1 1
Ghost Rock Mystery 1 1 1
Ghost Town Treasure 2 2 2
Go Ask Alice 1 2 1 2 3
The Great Airport Mystery 1 1 1
Great Moments in Pro Foot 1 1 1 1 ball
Green Ghost 1 1 1 227
Bov Girl Active Other Total
The Hamster Hunt 1 1 1
Hard Drive to Short 1 1 1
Harriet the Spy 1 1 1
Heidi 2 2 2
Heidi Grows Up 1 1 1
Henry Huggins 2 2 2
Henry Reed 2 2 2
H e ’s Your Dog, Charlie 2 2 2 Brown
Hidden Staircase 1 1 1
Higglity, Pigglity, Pop! 1 1 1
The Hollisters 1 1 1
Homer Price 1 1 1
The House Mother 1 1 1
The Incredible Journey 1 1 1
Inventors of Medicine 1 1 1
Irma's Big Lie 1 1 1
Island of the Blue Dolphins 2 2 2
It's For You, Snoopy 1 1 1
J .T. 1 1 1
James and the Giant Peach 3 6 4 5 9
Japan 1 1 1
John Paul Jones 1 1 1
John Williams, Printer 1 1 1 and Comic 228
Bov Girl Active Other Total
Julie of the Wolves 1 1 1
Junk Day on Jupiter Street 1 1 1
Katy John 1 1 1
King of the Grizzlies 1 1 1
Knight's Castle 1. 1 1
Lassie 1 1 _ 1
Laura Ingalls Wilder 2 5 5 2 7 Series
Laura's Luck 1 1 1
Life Among Savages 1 1 1
Lincoln's Birthday 1 1 1
Little House in the Big 3 1 2 3 Woods
The Little Leftover Witch 1 1 1
Little Men 2 1 1 2
The Little Seashore 1 1 1
Little Turtle 1 1 1
Little White Foot 1 1 1
Little Women 7 3 4 7
Lisa and Lottie 1 1 1
Lisa Bright and Dark 1 1 1
The Long Winter 1 1 1
Lorna Doone 1 1 1
Lou Gehrig, Boy of 1 1 1 Sandlots
Louis Braille, Seeing 1 1 1 Fingers 229
Boy Girl Active Other Total
Love Bug
The Mad Adventures of Capt. Klutz
The Magic Finger
The Magic Tunnel
Man in the Box
The Man Who Never Was
Matt Christopher Series
Margurite Henry Horse Books
The Melted Coins
Mickey Mantle
Mischievous Meg
Miss Pipa
Misty of Chincoteague
More All of a Kind Family
The Mouse and the Motor cycle
Mr. Fox
Mr. Mysterious and Company
Mr. Popper's Penguins
My Side of the Mountain
Mysterious Bender Bones
Mystery at Black Rock Cave
Mystery of the Hidden Treasure 230
...Boy, GirlActive Other Total
Mystery of the Tower Treasure
Mystery of the Velvet Room
Mystery Over the Brick Wall
North to Freedom
Old Yeller
On the Banks of Plum Creek
One Hundred Dresses
One Hundred Pounds of Popcorn
One Hundred and One Dalmations
Panda Bears
Peanuts Treasure
Phio Rizzoto
Pippi Longstockings
Planet of the Apes
Planets, Stars, and Space
A Pony Called Lightning
Rabbit Hill
Red Trailer Mystery
Reptiles of North America
Return to Hiroshima
Ribsy 231
Bov Girl Active Other Total
Right Wing 1 1 1
Robin Hood 1 1 1
Scrub Dog of Alaska 1 1 1
Scott Corbet Trick Book 1 1 1
Sea Star 1 1 1
Secret Mirror Bay- 1 1 1
Secret of the Lost Tunnel 1 1 1
Seven Heroes 1 1 1
Shadow of a Bull 1 1 1
Sherm Bloody Murder 1 1 1
A Short Season 1 1 1
Signpost to Switzerland 1 1 1
Sinister Signpost 1 1 1
Sitting Bull 1 1 1
Snakes 1 1 1
The Snake That Went to 1 1 1 School
Snow Dog 1 1 1
Sounder 2 2 4 4
Star Quarterbacks of 1 1 1 the NFL
Star Runningbacks of 1 1 1 the NFL
Steal the Way Home 1 1 1
Strange But True Foot 1 1 1 ball Stories 232
Boy Girl Active Other Total
Strike From the Sky 1 1 1
Striped Ice Cream 1 1 1
Strongbox Mystery 1 1 1
Stuart Little 4 2 1 5 6
Sue Barton, Senior Nurse 1 1 1
Summer of the Swans 2 2 2
Swamp Fox 1 1 1
Swiss Family Robinson 1 2 3 3
Tarzan of the Apes 1 1 1
This Dear Bought Land 1 1 1
This Stranger, My Son 2 1 1 2
The Three Firecrackers 1 1 1
Thursday's Child 1 1 1
Tomboy 1 1 1
Tom Swift Jr. and His 2 2 2 Outpost in Space
Touchdown for Tommy 1 1 1
Tower Treasure 1 1 1
Trouble River 1 1 1
The Trouble with Jenny's 1 1 1 Ear
Trumpet of the Swans 4 2 2 4
Turtles 1 1 1
Twelve Ghostly Stories 1 1 1
Twenty-one Balloons 1 1 1 233
Bov Girl Active Other Total
Two Weeks to Winning Chess 1 1 1
Underground Railroad 1 1 1
Understanding Betsy- 1 1 1
War in the Pacific 1 1 1
Whales 1 1 1
What the Witch Left 1 1 1
What's New Lincoln? 1 1 1
When the Dike Broke 1 1 1
White Mountains 1 1 1
The White Stallion 1 1 1
Wild Country 1 1 1
Wind in the Willows 2 2 2
Wizard of Oz 1 3 1 3 4
The World's Greatest 1 1 2 2 Athlete
Wright Brothers 1 1 1
A Wrinkle in Time 3 6 5 4 9
Yellow Eyes 1 1 1
Your Heart and How it Works 1 1 1
Zero the Pox in the City 1 1 1 BIBLIOGRAPHY
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