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INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1. The sign or "target” for pages apparently lacking from the document photographed is "Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you o f complete continuity. 2. When an image on the film is obliterated with a round black mark it is an indication that the film inspector noticed either blurred copy because of movement during exposure, or duplicate copy. Unless we meant to delete copyrighted materials that should not have been filmed, you will find a good image of the page in the adjacent frame. If copyrighted materials were deleted you will find a target note listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photo­ graphed the photographer has followed a definite method in "sectioning” the material. It is customary to begin filming at the upper left hand corner of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete. 4. For any illustrations that cannot be reproduced satisfactorily by xerography, photographic prints can be purchased at additional cost and tipped into your xerographic copy. Requests can be made to our Dissertations Customer Services Departm ent. 5. Some pages in any document may have indistinct print. In all cases we have filmed the best available copy. University Microfilms International 300 N. ZEEB RD., ANN ARBOR. Ml 48106 8222100 Hepler, Susan Ingrid PATTERNS OF RESPONSE TO LITERATURE: A ONE-YEAR STUDY OF A FIFTH AND SIXTH GRADE CLASSROOM The Ohio State University Ph.D. 1982 University Microfilms International 300 N. Zeeb Road, Ann Arbor. M I 48106 Copyright 1982 by Hepler, Susan Ingrid All Rights Reserved PATTERNS OF RESPONSE TO LITERATURE: A ONE-YEAR STUDY OF A FIFTH AND SIXTH GRADE CLASSROOM DISSERTATION Presented in Partial Fulfillm ent of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Susan Ingrid Hepler The Ohio State University 1982 Reading Committee: Approved by: Charlotte S. Huck Martha L. King Gary deVoss Faculty of Early and Middle Childhood Education ACKNOWLEDGMENTS I am most appreciative for the generous cooperation of the chil­ dren and the s ta ff of Barrington Informal Elementary School. A very special thanks must go to Lois Monaghan, a gifted teacher and human being. Her patience, support, and steady optimism reached beyond the children in her classroom. My gratitude must go to Professors Martha L. King and Gary deVoss for th e ir continuing support and guidance. F in a lly , to Professor Charlotte Huck, the committee chair, I owe my appreciation for provid­ ing the keys to a vast legacy of past satisfactions and for sharing the frustrations and the discoveries in this endeavor. I am indebted to friends and family (including the extended members) for their support, for the exchange of ideas, and for keeping th e ir senses of humor; to Mrs. Barbara Fincher for her s k illfu l preparation of the final copy of this study; and to my husband for his patience and good cooking. VITA July 12, 1944 Born, C a rlis le , Pennsylvania 1966 B.A., Michigan State University East Lansing, Michigan 1966-1967 Editorial Secretary, Books for Young Readers Doubleday & Co., New York, New York 1970-1972 Teacher, Brookfield Academy Brookfield, Wisconsin 1972-1976 Teacher, Academy of the Rockies Bonners Ferry, Idaho 1976-1982 Staff, The WEB, published by The Center fo r Language, Literature and Reading, College of Education The Ohio State University, Columbus, Ohio 1976-1982 Co-Director, EPIC Program; Teaching Associate, The Ohio State University Columbus, Ohio 1980 M.A., The Ohio State University Columbus, Ohio PUBLICATIONS History as language experience: A visit to Clarke Hall. Language Arts, 1979, 56(2), 126-131. Tomie de Paola: A gift to children. Language Arts, 1979, 56 (3), 296- 301. Reviving book discussions. Washington English Journal, 1979, 1_ (3), 2-5. Making writing easy - start with children's literature. Ohio Reading Teacher, 1980, 14 (3), 5-8. i i i FIELDS OF STUDY Major Field: Children's Literature Studies in Children's Literature: Professor Charlotte S Huck. Studies in Reading and Language Arts: Professor Martha . King. Studies in the Art of Picture Books: Professor Kenneth I . Marantz. TABLE OF CONTENTS Page ACKNOWLEDGEMENTS .................................................................................... i i VITA ............................................................................................................ i i i LIST OF FIGURES ....................................................................................... ix CHAPTER I . THE NATURE OF THE PROBLEM ............................................... 1 Background of the Study .................................................. 1 Perspectives on Response ...................................... 2 Response in a Classroom Context ........................ 5 Statement of the Problem ................................................ 6 Approach to the Study ............................................ 6 Purposes of the Study ............................................ 8 Scope and Limitations of the Study ............................ 10 Summary .................................................................................. 11 I I . REVIEW OF THE RELATED LITERATURE ................................. 13 Foundations of Response .................................................. 13 The Readers Use of Narrative ............................... 14 The Reader Reading..................................................... 16 The Nurture and Development of Response ........ 21 Research in Response ........................................................ 23 Children's Reading Interests .............................. 24 C ritic a l Response Studies .................................... 28 Developmental Stages in Response ...................... 35 Response in Classroom Contexts .................................... 42 Summary ................................................................................... 46 I I I . STRATEGIES OF THE STUDY...................................................... 49 Rationale for Classroom Selection ............................... 49 Preliminary Planning ......................................................... 50 Setting of the Study ........................................................ 51 Population of the Study .................................................. 53 Time Frame and Organization .......................................... 54 Types and Methods of Data Collection ........................ 55 Roles of the Investigator .............................................. 57 Report of the Data ............................................................ 61 Descriptive Data: The Teacher's Organization of the Classroom ............................................ 61 Analysis of Dimensions of Response: The Children .............................................. 61 Summary ................................................................................... 63 v Page IV. DESCRIPTIVE DATA: THE TEACHER’S ORGANIZATION OF THE......................CLASSROOM .................................................. 64 The Classroom Teacher .......................................... 64 The Classroom Setting ........................................... 67 Floorplan ..................................................................... 67 The Book Collection ................................................ 70 Arrangement of Time ........................................................... 73 A Typical Day ............................................................. 74 Literature Response-Related Events in the Classroom .......................................................... 78 Reading Aloud .................................................. 79 Sustained S ilent Reading (SSR) ................ 99 Book Sharing/Discussion .................................... 107 Book Groups ............................................................ 113 Extensions, Follow-ups, and Assignments. 115 Record-keeping ...................................................... 121 What the Teacher Seeks to Build with Readers .............. 127 Clarifying Information ................................................ 128 Creating Mind Pictures ................................................ 129 Developing a Sense of Theme........................................ 131 Making Connections ........................................................ 132 Building a C ritic a l Framework .................................. 134 Developing Empathy ........................................................ 138 Other Roles of the Teacher .................................................. 139 Looking Back .................................................................... 139 Holding the History .....................................................
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