View of the Related Literature
Total Page：16
File Type：pdf, Size：1020Kb
INFORMATION TO USERS While the most advanced technology has been used to photograph and reproduce this manuscript, the quality of the reproduction is heavily dependent upon the quality of the material submitted. For example: • Manuscript pages may have indistinct print. In such cases, the best available copy has been filmed. • Manuscripts may not always be complete. In such cases, a note w ill indicate that it is not possible to obtain m issing pages. • Copyrighted material may have been removed from the manuscript. In such cases, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, and charts) are photographed by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each oversize page is also filmed as one exposure and is available, for an additional charge, as a standard 35mm slide or as a 17”x 23” black and white photographic print. Most photographs reproduce acceptably on positive microfilm or microfiche but lack the clarity on xerographic copies made from the microfilm. For an additional charge, 35mm slides of 6”x 9” black and white photographic prints are available for any photographs or illustrations that cannot be reproduced satisfactorily by xerography. 8703529 Cramer, Kerry John THE EFFECTS OF VARIOUS TELEVISED ADAPTATIONS OF CHILDREN’S BOOKS ON THE LONG TERM READING INTERESTS AND RECALL OF FIFTH GRADE STUDENTS The Ohio State University Ph.D. 1986 University Microfilms International300 N. Zeeb R o a d , Ann Arbor, Ml 48106 Copyright 1986 by Cramer, Kerry John All Rights Reserved THE EFFECTS OF VARIOUS TELEVISED ADAPTATIONS OF CHILDREN'S BOOKS ON THE LONG TERM READING INTERESTS AND RECALL OF FIFTH GRADE STUDENTS A DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University by Kerry John Cramer, B.S., B.S.Ed., M.Ed., M.A. The Ohio State University 1986 Reading Committee: Approved by: James Kerber Donald Haefele Wi 11i am Tay1 or Adv i sor Department of Educat ional Theory 8. Practice c 1986 KERRY JOHN CRAMER All Rights Reserved for John F. Cramer who taught me to think for Charlotte Cramer who taught me to care and to the memory of my Grandmother who did both ACKNOWLEDGEMENTS Thanks to Ray Gladfelter and Children's Television International, Inc. for permission to reprint material from the "Storybound" Program Guide. I would also like to offer my sincere thanks and appreciation to the following special people, without whom th is document could not have been completed: -To Jim Kerber, my staunchest supporter and toughest critic, who advised me on the dangers of procrastination and patiently did his best to help me avoid them. -To Don Haefele, whose wit and humor made the task a l i t t l e more bearable, and whose help was significant at every 1 eve 1 . -To Bill Taylor, for the creative teaching that gave me inspiration, the confidence in my abilities that kept me going, and the w illingness to go above and beyond the call of duty in giving quality time that allowed for a successful conclusion. -To Dr. Lott, both a teacher and a friend, and always an i nspirat i on. -To Laurie Brown and Samuel Babbitt, for not h esitatin g to provide help and valuable materials when I needed them. -To Barb Fincher, for remaining supportive in spite of the odds. -To Jean Weiss, because she read it! -But especially to Tammie, Bethany, and Brianna, because they survived it with me and I love them for it. VITA Born— Indiana, Pennsylvania..................................... January 8, 1954 B.S. (Mathematics) Indiana University of Pennsylvania........... June, 1976 B.S.Ed. (Elementary) Indiana University of Pennsylvania ... June, 1978 Intern, Title I Exemplary Program, Homer Center Schools ... 1977-78 M.Ed. (Reading) Indiana University of Pennsylvania................... August, 1978 Graduate Teaching Associate, Ohio State University ................... 1978-79 Librarian/Teacher, New Albany Elementary School ... 1979-86 Member, Franklin County Media Council ...................... 1980-81, 1983-84 Coordinator, P.E.A.K. Enrichment Program, New Albany School D istrict ... 1984-86 D istrict Representative Franklin County Computer Consortium ... 1984-86 Teacher Representative, Franklin County Young Author's Con ference ... 1986 M.A. (Education) Ohio State University ................ August, 1986 TABLE OF CONTENTS DEDICATION................................................................................................................... ii ACKNOWLEDGEMENTS................................................................................................... iii VITA.................................................................................................................................. iv LIST OF TABLES...................................................... vi i LIST OF FIGURES......................................................................................................vi i i CHAPTER PAGE I. BACKGROUND AND INTRODUCTION...................................................... 1 Rat i onal e........................................................................ 4 Statement of the Problem.................................................... 10 Statement of Hypotheses....................................................... 11 Limi tat i ons............................................. ...................................... 12 II. REVIEW OF THE RELATED LITERATURE......................................... 16 Interest In Reading Aroused by Viewing................ 17 Order of Exposure...................................................................... 24 Pictures Versus Print............................................................ 26 PBS ........................................................................................... 32 Summary................................................................................................ 33 III. METHODS AND PROCEDURES................................................................... 35 Subjects .............................................................................................. 35 Design................................................................................................... 35 Method................................................................................................... 37 Procedures........................................................................................ 38 IV. ANALYSIS AND DISCUSSION OF THE FINDINGS....................... 42 Analysis and Discussion....................................................... 42 Summary................................................................................................ 50 v V. CONCLUSIONS AND RECOMMENDATIONS......................................... 52 Conclusions...................................................................................... 52 Recommendations for Further Research..................... 54 General Comments......................................................................... 56 REFERENCES CHILDREN'S BOOKS REFERENCED............................................................... 58 BIBLIOGRAPHY...................................................................................................... 60 APPENDICES................................................................................................................... 65 A. Synopsis of Tuck Everlasting................................................. 66 B. Basis of Conference Questions.............................................. 68 C. Differences in Descriptions in All 3 Versions... 69 D. Differences in Action Between Book and Film 70 E. "Storybound" Program Guide...................................................... 71 vi LIST OF TABLES TABLE PAGE 1. "Postponed" Subjects S till Wanting Book............... 43 2. "Postponed" Subjects S till Wanting to Read Book.. 43 3. Response to Description Questions (Film............. ) 45 4. Response to Description Questions (Storybound)... 45 5. Response to Action Questions (Film.......................... ) 48 6. Revised Response to Action Questions (Film).............. 48 LIST OF FIGURES FIGURE PAGE 1. Dale's Cone of Experience Model............................................ 15 2. Sampling Design...................................................................................... 36 viii CHAPTER I BACKGROUND AND INTRODUCTION By 1950 Disney Studios had already adapted three children's stories to film. But these animated adaptations actually involved using children's books as little more than a springboard for revealing the creative talents of Disney a r tis ts , and resulted In radically altered sto ries CSchindel, 1981). It wasn't until the mid-1950's, when Morton Schindel and h is associates at Weston Woods transferred the book Make Wav for Ducklinas to film, that a standard was established by which sto ries would be adapted in a fashion as true to the original as the medium would a 11ow. During the course of this early work, Schindel also developed a new pseudo-animation technique which created the illusion of motion with s till pictures by using creative movements of the camera itself. This technique --called 1 conographics— a 11 owed for even more faithful adaptations of the books they depicted. Make Wav for Ducklings. Blueberries for S al. and Mill ions of Cats are some early examples of books adapted using th is technique. 1 Some books, especially those for older readers, do not