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INFORM ATION to USERS This Manuscript Has Been Reproduced INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter 6ce, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely afreet reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zeeb Road, Arm Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 THE EXPLORATION OF MIDDLE SCHOOL STUDENTS' INTERESTS IN AND ATTRACTIONS TO THE WRITINGS OF R. L. STINE DISSERTATION Presented in Partial Fulfillment of the Requirements for The Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Stacia A. Smith, M. Ed. ***** The Ohio State University 1998 Dissertation Committee: Dr. Karin Dahl, Advisor Approved by Dr. Maia Pank-Mertz Advisor Dr. Patricia Brosnan College of Education UMI N um ber : 9 8 3 4 0 6 8 Copyright 1998 by Smith, Stacia Arm All rights reserved. UMI MicroFonn 9834068 Copyright 1998, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 ABSTRACT This study documented middle school adolescents' interests in and attractions to the writings of R. L. Stine's Fear Street novel series. Adolescent viewpoints were the focal point of the study. The data was gathered in an urban midwestem school system using a triangluation of research methods: Stine avid reader in-depth interviews, avid and non-avid Stine focus group discussions, Stine survey questionnaires, and a textual analysis of nineteen Fear Street series books. Adolescent developmental psychology, pop culture theories, young adult literature, reading development and interests, and Reader Response theories were the theoretical foundation for this study. Stine avid readers reported that the initial attraction to the series was the mystery/horror elements they contained. The teen pop culture descriptions and interactions held their interests and kept them reading. Stine avid readers began to read through the eyes of a writer looking at characterization, the writing process, and descriptive language. Many avid readers stated that the novels' horrors were humorous. They discussed only the unexpected endings that helped them solve the mysteries and the teen interactions that represented pop culture teen life. Avid readers read works by other authors but they still self-selected to read and re-read the Fear Street novels. The analysis of the nineteen novels identified elements found in young adult literature: youthful protagonists, fast-paced plot action, adolescent viewpoints, absence of adult interferences, coming-of-age concerns, and pop culture trends. This study found that there were benefits for middle school adolescents who became Stine avid readers. Adolescents' interest in the mystery genre and teen pop culture interactions helped in building their reading fluency. The majority of avid readers were above average students who read authors from other genres including the classics. Only 12% of the study's participants reported reading Stephen King. Readers discussed personal experiences that were similar to books' protagonists interactions which helped to affirm their adolescent lifestyles, moral stances, and searches for self-identity. As readers read and re-read novels, they analyzed and criticized Stine's writing and compared it to their own writing development. Ill Dedicated to my father, Victor C. Smith, Jr., OSU '43 and his relentless pursuit in persuading me to pursue a doctorate IV ACKNOWLEDGMENTS I wish to thank my mother, Beulah G. Smith, for all her loving support and understanding in helping me achieve this goal. I wish to thank my advisor. Dr. Karin Dahl, who empowered me from my first graduate class at Ohio State and challenged me to think and read analytically. I wish to thank Dr. Maia Pank-Mertz and her daughter, Zan, for recognizing a kindred spirit and awakening an interest in studying adolescent culture through R. L. Stine's pop culture novel series. I wish to thank Dr. Patti Brosnan for her continued support through cheerful enthusiasm and guidance with structuring a program to meet my academic goals. I wish to thank Dr. Anna Soter for her academic questions in graduate classes that fostered a reader response's search for answers in this graduate student. I wish to thank Mr. R. L. Stine and his publishers for their help in obtaining incentives for teachers and students who participated in this study. I wish to thank Lexmark Corporation for sending me two ink print cartridges. I wish to thank Brenda Custodio and Linda Min for their editorial comments and literary analysis discussions of course work papers and this dissertation. I wish to thank Leonard Loflus, Karen Gudger, and Bob Jones, my school principals, who understood the demands made upon me as both a middle school teacher and a doctoral student. VITA December 2, 1944 .............................................Bom - Goldsboro, North Carolina 1965 ................................................................. B. A.E. Elementary Education, University of Florida 1965-73 ........................................................... Teacher Broward County School, Florida Dekalb County Schools, Georgia Cobb County Schools, Georgia 1973 ................................................................ M.Ed. Georgia State Universiiy 1974-91 ............................................................Entrepreneur, Child Care Centers Little Paces Schoolhouses, Georgia 1992 - present .................................................. Teacher, Columbus Public Schools, Ohio 199 7 ................................................................ National Board Certification for Professional Teaching Standards for Early Adolescence English/Language Arts 199 8 ..................................................................Governor's Educational Leadership Award PUBLICATIONS 1. Smith, Stacia A "Hatchet-ing our Way Through Unfamiliar Words." Best Practices, Resources and Teacher Leaders Directory (Ohio). Regional Professional Development Center, February. (1997). 2. Smith, Stacia A. "Creating Cultural Knowledge - China." Ohio Journal o f The English Language Arts. Spring. (1996) vi 3. Smith, Stacia A. "Review; Study Guides for Commerically Available Multicultural Novels." TESOL-ESOL in Secondary Schools. February/March. (1996) 4. Smith, Stacia A "Reviews: Study Guide for Shabanu; Study Guide for Land I Lost: Study Guide for Children of the River." Ohio TESOL Newsletter,, Vol XX, 2, Spring. (1996) 5. Smith, Stacia A "Adventure in Language Arts." A Celebration o f Teaching. Impact n, Ameritech Publication. (1994) 6. Smith, Stacia A "Divorce - a poem." Seasons to Come. National Library of Poetry: New York. (1994) 7. Smith, Stacia A. "Teacher Feature - A Better Place for Teachers."Young Children. May. (1992) FIELDS OF STUDY Major Field: Education Areas of Specialization: Young Adult/Children's Literature Language Arts Middle School vn TABLE OF CONTENTS Page Abstract..................................................................................................................................ii Dedication ............................................................................................................................. iii Acknowledgments ..................................................................................................................v Vita........................................................................................................................................ vi Fields of Study ...................................................................................................................... vii List of Tables ........................................................................................................................ xii Chapters: 1. Rationale/The Nature of the Problem ..............................................................................1 Adolescence and Pop Culture ....................................................................................4 Young Adult Literature and Pop Culture ..................................................................6 Series Books ...............................................................................................................9 The R. L. Stine Phenomenon ....................................................................................12
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