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8001746.Pdf (6.41 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 of 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. 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 comer 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 Department. 5. Some pages in any document may have indistinct print. In all cases we have filmed the best available copy. Uni Intemationcil 300 N. ZEEB ROAD, ANN ARBOR, Ml 48106 18 BEDFORD ROW, LONDON WCIR 4EJ, ENGLAND 3021746 HICKYAÜ, JAi-. ü 'P H ^ R f RESPONSE T] LITERATURE iN f SCHOOL EMtflR JVnP'ir , bîÀOcS K - %. THE fMIÙ ST,.TL U\iV kSÜY, PH.D., 1C7 [ ] D \ . I97V -ÎICK'.AO, J a Vl T GE.PHART UniversiN; M iadrüm s IntenVItjOncll 300 n zees road, ann arbor, mi Jsiœ 0 1979 JANET GERHART HICKMAN ALL RIGHTS RESERVED PLEASE NOTE: In all cases this material has been filmed in the best possible way from the available copy. Problems encountered with this document have been identified here with a check mark _k< . 1. Glossy photographs 2. Colored illustrations 3. Photographs with dark background 4. Illustrations are poor copy____ 5. Print shows through as there is text on both sides of page ________ 6. Indistinct, broken or small print on several pages ^ throughout 7. Tightly bound copy with print lost in spine 8. Computer printout pages with indistinct print 9. Page(s) _____ lacking when material received, and not available from school or author _ _ _ _ _ _ 10. P age's)________seem to be missing in numbering only as text follows ________ 11. Poor carbon copy________ 12. Not original copy, several pages with blurred type 13. Appendix pages are poor copy___ 14. Original copy with light type __ 15. Curling and wrinkled pages ________ 16. Other _ U n i v e r s ^ A A io d riim s international 300 N 2=c3 RD., ANN ARBOR Nil Agi06 '3131 761-4700 RESPONSE TO LITERATURE IN A SCHOOL ENVIRONMENT, GRADES K - 5 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Janet Gephart Hickman ***** The Ohio State University 1979 Reading Committee: Approved by Charlotte S. Muck S'. Martha L. King Adviser, Faculty of Early and Middle L. Jane Stewart Childhood Education ACKNOWLEDGMENTS I am most grateful to the children and staff at "Parkland" School, who made this study possible, and particularly to the three classroom teachers whose cooperation, patience, and encouragement were of inestimable value. To the members of my committee. Professor Martha King and Associate Professor Jane Stewart, I owe thanks for their continuing support and guidance. And to Professor Charlotte Huck, the committee chair, I owe my deepest appreciation; hers was the vision that launched the study, and the student as well. I am indebted also to my friends and fellow students at the University for th eir exchange of ideas; to Mrs. Barbara Fincher for her skillful preparation of the final draft of this report; and to my family, for their endurance. ii VITA July 8, 1940 ............................................... Born - Kilbourne, Ohio 1950 ................................................................. B.Sc., The Ohio State University, Columbus, Ohio 1961-1964 ...................................................... Teacher, Whitehall City Schools, Columbus, Ohio 1964 ................................................................. M.A., The Ohio State University, Columbus, Ohio 1964-1978 ...................................................... Self-employed, Research Assistant for textbook author 1958-1975 ...................................................... Lecturer, The Ohio State University, part time 1976-1979 ...................................................... Co-editor, The WEB, published by The Center for Language, Literature, and Reading, College of Education, The Ohio State University 1976-1979 ...................................................... Teaching Associate, The Ohio State University, Columbus, Ohio PUBLICATIONS The Stones. A children's book, illu strated by Richard Cuffari. New York: Macmillan Publishing Company, 1976. The Valley of the Shadow. Historical fiction for children. New York: Macmillan Publishing Company, 1974. Zoar Blue. Historical fiction for children. New York; Macmillan Publishing Company, 1978. What do fluent readers do? Theory Into Practice, 1977, %6, 372-375. The person behind the book - Mol lie Hunter. Language A rts, 1979, 56, 302-306, 1i1 FIELDS OF STUDY Major Field: Children's Literature Studies in Children's Literature. Professor Charlotte S. Huck Studies in Adolescent Literature. Associate Professor L. Jane Stewart Studies in Language Arts. Professor Martha L. King iv TABLE OF CONTENTS Page ACKNOWLEDGMENTS ............................................................ i'i VITA.............................................................. ill CHAPTER I. THE NATURE OF THE PROBLEM ................................................. 1 Background of the Study ................................................ 1 The Meanings of Response ........................................ 2 Response in Context ................................................... 4 Other Considerations ................................................. 5 Statement of the Problem ................................................... 6 Approach to the Study ............................................... 6 Purposes of the Study ............................................... 7 Scope and Limitations of the Study ............................ 9 Summary ........................................................................................... 11 II. REVIEW OF RELATED LITERATURE .......................................... 12 Theoretical Perspectives .................................................... 12 The Importance of Story .......................................... 12 The Process of Response .......................................... 14 The Stance of the Respondent .............................. 16 The Refining of Response ........................................ 20 Research Perspectives .......................................................... 23 Studies of Critical Response ............................... 23 Interest Studies ........................................................... 28 Research in the Development of Sense of Story ........................................................................ 34 Language and Literature in Classroom Contexts .. 42 Summary ........................................................................................... 46 III. PROCEDURES OF THE STUDY ...................................................... 49 Preliminary Planning ............................ 49 Setting and Population of the Study .......................... 51 Time Frame and Organization ............................................ 53 Collection of Data ........................................... 54 Observation - Record Keeping and Documentation ......................................... 54 Page Participation - Activities Initiated by the Investigator ............................................... 56 Key Informants .......................................................................... 58 Report of the Data ................................................................. 59 Descriptive Data .......................................................... 59 Analysis of Response Events ................................. 60 Summary ........................... 51 IV. DESCRIPTIVE DATA ....................................................................... 63 The School Setting ................................................................. 63 The Human Setting .................................................................... 67 The S taff ........................................................................... 67 The Children .................................................................... 69 The World of the Classroom ............................................... 71 K-1, Mrs. Christopher .............................................
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