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WHAT TEACHERS READ to PUPILS in the MIDDLE GRADES. the Ohio State University, Ph.D., 1969 Educati

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WHAT TEACHERS READ to PUPILS in the MIDDLE GRADES. the Ohio State University, Ph.D., 1969 Educati This dissertation has been microfilmed exactly as received 69-15,971 TOM, Chow Loy, 1918- WHAT TEACHERS READ TO PUPILS IN THE MIDDLE GRADES. The Ohio State University, Ph.D., 1969 Education, general University Microfilms, Inc., Ann Arbor, Michigan Copyright by Chow Loy Tom 1969 WHAT TEACHERS HEAD TO PUPILS IN THE MIDDLE GRADES DISSERTATION Presented in Partial fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University 3y Chov/Loy Tom, Ed.B., 3.S., M.S. ****** The Ohio State University 1969 Approved by Adviser College of Education VITA September 9» 1918 B o m - Hilo, Hav/aii. 194-1* ... Ed.B., University of Hawaii, Honolulu, Hawaii. 1941.......... Five-Year Diploma, University of Hawaii. 1942-1943...... librarian: Honokaa High and Elementary School, Honokaa, Hav/aii. 1943.......... B.S., with honors, University of Illinois, Urbana, Illinois. 1945-1946 ...... librarian: Reference and Young Adult Depart­ ments, Allentown Free library, Allentown, Pennsylvania. 1946-1947 ...... librarian: Robert L. Stevenson Intermediate School, Honolulu, Hawaii. 1947-1948... ... librarian: Lanakila Elementary School, Honolulu, Hav/aii. 1948-1949. ... librarian: Benjamin Parker High and Elementary School, Kaneohe, Hav/aii. 1949-195 2..... librarian: Kaimuki High School, 1953-1956...... Honolulu, Hav/aii. 1957-1959...... 1953......... M.S., University of Illinois, Urbana, Illinois. 1956-1957...... Acting librarian: University High School; Instructor: College of Education, University of Illinois, Urbana, Illinois. 1959-1961...... Supervisor & librarian: University High School; Instructor: College of Education, University of Hav/aii, Honolulu, Hav/aii. iii 1961-1965...... Assistant Professor: Coordinator of and teacher in the Library Science Education Program, University of Hav/aii. 1965-1966 Sabbatical leave and 1966-1968 Professional Improvement Leave from the University of Hawaii to study at The Ohio State University, Columbus, Ohio. PUBLICATIONS (1) "Library Science Education, Budget Bequest, 1962-65," June, 1961, pp. 1-9• (2) "Progress Report...by the Committee on the Expansion of Library Science Education," June 15, 1961, pp. 1-5. The two reports listed above v/ere prepared by the writer as Chairman, Committee on the Expansion of Library Science Education, University of Hawaii, and submitted to the Dean, College of Education. They were later included as Attachments XI and XII in Library Report: Education for Librarian ship at the University of Hawaii. A Study of "the Present Status and Potential for Development. (Report prepared by Robert L. Gitler for the Center for Cultural and Technical Inter­ change 3etv/een East and T/est C The East-TTest Center ] University of Hav/aii, 1962.) (3 ) "Evaluating University Extension." Chapter 9. Problems in Administering General University Extension. Columbus, Ohio: The Center for Adult Education, The Ohio State University, 1967. FIELDS OF STUDY Major Field: Elementary Education. Studies in Children’s Literature: Professor Charlotte S. Huck. Studies in Adult Education: Professor Andrew Hendrickson. Studies in Audio-Visual Education: Professor Edgar Dale. iv CONTENTS Page ACKNOWLEDGMENTS ................................. ii VITA ............................................ iil TABEES........................................... ix ILLUSTRATIONS . ............. xiii CHAPTER I. THE NATURE 0? THE PROBIEil................... 1 Background of the Problem Statement of the Problen Prose and poetry Situational factors Importance of the Problem Procedure of the Study Presentation of Data Scope and Limitations of the Study Definitions of Terms Used Organization of the Study Summary II. REVIEW OP THE LITERATURE................... 18 General Reading Interests of Children Children's Interests in Poetry Factors Affecting Reading Interests Age and sex Mental ability The home-school environment Studies of Teacher Reading-Aloud Practices Summary v CHAPTER Page III. METHODS 0? PROCEDURE....................... 63 The Sampling Procedure The Instrument Characteristics of the Sample Data Analysis Summary IV. ANALYSIS OP DATA ON PROSE READ A L O U D ......... 82 Classroom Patterns of Prose Readings of Middle Grade Teachers Prose Selections Read Aloud Categories of Piction Traditional literature Realistic fiction Biography and historical fiction Fantasy Science fiction Humorous stories Categories of Nonfiction Natural science Physical science Social studies Other subjects Special Grouping of Titles Most popular titles The classics Newbery Award Books Findings in Prose Summary V. ANALYSIS OP DATA ON POETRY READ ALOUD......... 127 Classroom Patterns of Poetry Reading of Middle Grade Teachers The Content of Poetry Read Aloud According to Subject Categories Poems about family, friends and familiar experiences Poems about people, places, historical and patriotic events Holiday poems Poems of nature vi CHAPTER Page V. (cont'd.) Fanciful poems Humorous poems Poems of wisdom Unclassified titles The Popular Poetry Selections Popular poems The most popular poems by grade level Poetry Selections Found in Reading and Language Arts Texts Findings on Poetry Summary VI. ANALYSIS OF DATA AND DISCUSSION OF FINDINGS ON THE SITUATIONAL FACTORS SURROUNDING THE READING BY TEACHERS TO THEIR PUPILS ............... 151 Situational Factors The background of teachers in the sample Library resources Read-aloud practices and procedures Planning and selection of materials Classroom activities and procedures Findings on Situational Factors Background of the teachers Library resources Teachers1 read-aloud practices Classroom activities and practices Summary VII. SUULiARY AND CONCLUSIONS................... 186 Summary Purposes of the Study Prose and poetry Situational factors Methods of Procedure Sampling procedure The instrument Data analysis vii CHAPTER VII. (cont'd.) Major Findings Prose and poetry Prose Poetry Situational factors Conclusions Recommendations Suggestions for further research APPENDIX A ........................... APPENDIX B ........................... SELECTED BIBLIOGRAPHY TABLES Table Page 1. Composition of the Sample of Teachers by Region, State, and Grade Level . .................... 70 2. Composition of the Sample of Teachers by Grade and Sex ................ 72 3. Enrollment of the Schools Represented by Teachers in the Sample ........................... 72 4. Number of Teachers Listing Prose and Poetry Selections by Grade Level and Sex ........ 84 5. Total Number of Teachers Who Listed Prose and Poetry Selections by Grade Level ......... 85 6. Forms of Prose Read Aloud 87 7. Quality Level of Prose Read A l o u d ............ 87 8. Types of Prose Read A l o u d .......... 90 9. Quality Level of Prose Read Aloud ........ 93 10. Traditional Literature .............. ..... 93 11. Quality Level of Traditional Literature ..... 96 12. Realistic F i c t i o n ............... 98 13. Quality Level of Realistic Fiction............. 99 14. Biography and Historical Fiction........ 104 15. Quality Level of Biographyand Historical Fiction 104 16. Twenty-Three Host Popular Y/orks ......... 110 17. Subject Categories of the 23 Most Popular Works . Ill ix Table Page 18. Classics (Fictional) Head Aloud ...«••••• 115 19* Nev/bery Award Books Head Aloud ......... 122 20. The Content of Poems Read Aloud According to Subject Categories.......... 128 21. Subject Categories of the Most Popular Poems Head Aloud 133 22. Frequency of the Forty-one Most Popular Poems Read 144 25. Humber of Years of Experience of Teachers in the Sample.................... 153 24. Recency of Undergraduate Children's Literature C o u r s e s .................................. 154 25. Recency of In-Service Woxk in Children's literature 154 26. Teachers' Recall of the Frequency of Their Elementary School Teachers Reading to Them .... 157 27. Adequacy of Library Book Collections for Teaching Pu r p o s e s .......................... 160 28. Reasons Teachers Give for Reading to Students . 162 29. Reasons Teachers Give for not Reading to Students 166 30. Teacher Use of Yearly Plans for Read-Aloud Session 169 31. Sources Used for Obtaining Books and Poems for Read-Aloud S e s s i o n s ....................... 170 32. Guides Used by Teachers in Selecting Book3 for Read-Aloud Sessions ........................ 172 33. Publications Used by Teachers in Selecting Books for Read-Aloud S e s s i o n s ..................... 173 34. Frequency of Reading Aloud to Children by Teachers 174 35. Average Length of Read-Aloud S e s s i o n s......... 176 x Table Page 36. The Time of Read-Aloud S e s s i o n s ............ 177 37. Ways of Grouping Students for Read-Aloud Sessions 178 38. Topics Discussed by Teachers After Reading to Students . ......................... 179 39. Other Curriculum Areas to Which Teachers Relate What is Read to Students ....... 181 40. Traditional Literature: Polk Tales, Pairy Tales, and Fables................................ 202 41. Traditional Literature: Myths, Epics, Legends and Tall Tales ........................... 204 42. Traditional Literature: Religious Stories . , 206 43. Realistic Fiction Adventure Stories ......... 207 44. Realistic Fiction Regional Stories (United States) 208 45. Realistic Fiction Regional Stories (Other Lands) 210 46. Realistic Fiction Family and Familiar Experience Stories .... 212 47. Realistic Fiction Dog Stories .... 214 48. Realistic Fiction Horse Stories . 216 49. Realistic Fiction Other Animal Stories 218 50. Realistic Fiction Sport Stories . 220 51. Realistic Fiction Mystery Stories
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