FLORIDA STATE UmvWSITY
A STUDY OF THE EXTENT AND QUALITY OF READING DONE BY A GROUP OF FOURTH, FIFTH, AND SIXTH GRADE CHILDREN IN TERMS OF CMTAIN FACTORS WHICH MIGHT CONDITION THEIR READING
BY
Ila McDonald Fjawls-
ARCHIVES C3.U. WBBAPt
A study Submitted to the Graduate Council of Florida State Univeristy in partial
fulfillment- - ~~ of the reauirements for the Degree of Master 6f .4~tsunder Plan 11. TAFZ.23 OF CONTENTS
Page
LIST OF TABLES iii CHAPTER I. INTRODUCTION 1 Aim of the Stdy 1 The Importance of Studying the Reading Interests of Children 1 Review of Previous Studies 2 11. METHODS OF INVESTIGATION 7 Procedure 7 Treatment of Data 10 111, ANALYSIS OF DATA 12 The Extent of Reading 12 Types of hoks Read 17 Quality of Reading 28 Hagaz ines 31 Newspapers 34 Survey or Appraisals of Books 36 C ondltloning Factor s 38 IV. ANALYSIS OF FURTHER DATA 58 Conditioning Factors 58
V. CONCLUSIONS AND IMPLICATIONS 71 BIBLIOGRBPRY 75 APPENDIXES 77 I, FORM FDR KEEPING READING RECORD 77 11. QUESTIONNAIRF: 78 LIST OF TABLZS TABLE Page
1. Number of pupils Taking Part in the Stay by Grade and Sex 12 2. Number of Books Read During the Six Weeks Period by Grade and Sex 13 3. Mean Number of Books Read Weekly by Grade and Sex 13 4. Average Number of Books Read Weekly by Each Child 14 5. Total Amount of Time Spent Weekly in Reading Books by Grade and Sex 14 6. Average Amount of Time Spent Weekly in Reading Books by eade and Sex 15 4. Median Amoiartof Time Spent Weekly in Reading Magazines by Grade and Sex 15 8. Median Amount of Time Spent Weekly in Reading Newspapers by Grade and Sex 16 9. Average Amount of Time Spent Weekly by the Group ln Reading Books, Magazines, and New spap er s 16 10. nmber of Fiction Books Read by Grade and Sex During the Six-Weeks Period 17 11. Nmber of Non-Fiction Books Read by Grade and Sex 18 12. Total Non-Fbction Books Read by Grade and Sex 18 13. The Percentage of Fiction Books Read by Grade and Sex 19 14. The Percentage of Non-Fiction Books Read by Grade and Sex 19 15 Percentage of Total Non-Fiction Books Read by Grade and Sex 20
iii LIST OF TABLES (CONTINUED) TAaLE Page 16a The Ranking First Ten Books in Popularity 22 17. The Ranking First Ten Books in Popularity When the Hardy Boys Series is Considered as One Title and the Augustus Series is Considered as One Title 24 16 Ranking of the First Five Books in Popularity for Each Grade When the Hardy Boys Series is Considered as One Tltl,e and the Augustus Series is Considered as One Title Showing the Frequency of Mention by Sex 25 19. Titles Common to all Three Grades and Their Frequency of Kention by Grade and Sex 27 20. Percentage of The Most Frequently Read Books by Grade and Sex 28 21. Evaluation of the Titles Appearing on The Twenty-five Lists Chosen at Random 30 22. Ranking of Titles of the Eight Magazines Mentioned Most Frequently as Favorites, Showing the Percentage of the Total Group Choosing These a8 Favorites 32
23 Ranking of Titles of the First Five Magazines by Grade snd Sex in Order of Frequency Mentioned, Showing the Percentage of Each Grade and Sex Choosing These as Favorites 33 24 Percentage of Total Group Choosing Three Sections of Newspaper as Favorites 34
25 Percentage of Children Choosing Three Sections of Newspaper as Favorites by Grade and Sex 35 26. Survey of Appraisals of Books? Percentage of Books Ap raised as RVery Good," "Liked," "Read Again,n 'Did Not Like," 37 27. The Most Appealing Factor of the Books Receiving Approval 37
28. Percentage of Children Having Above-Average, Average, a& Below-Average Intelligence by Grade and Sex 39
iv LIST OF TABtES (CONTINUED) TABLE Page
29. Comparison of the Extent of Reading by the Different Intelligence Groups 41 30 A Comparison of the Reading OP Magazines and Newspapers by the Three Intelligence Groups, Median Number Hours Spent Weekly 41 31 Comparison of the Quality of Books Read by the Three Intelligence Groups, ShowFng The Mean Number of Books Read Weekly, The Mean Number of Approved Books, and The Percentage of Approved Titles for Each Group 42 32 A Comparlson of the Popularity of the Five Books Host Frequently Read by Each Intelligence Group 44 33. Comparison of the Reading Done by Boys and Girls 45 34 . Percentage of Fiction and Non-Fiction Books Read by Boys and Girls 45 35 . Percentage of Children Who ghowed an Interest In Reading Certain Types of Books of Fiction and Ron-Fiction Classified According to Sex 46
36 Evaluatim of the Top-Ranking First Five Books by Grades Showing The Titles Which Appear on One of the Three Check Lists as nApprovedn Books for Children 49 37. Grouping of Children in Different Age Groups 50 38 Comparison of the Reading Done by the Over- age, Average-age, and Under-age Children 51 39 . Comparison of Reading Done by the Bus Chllaren and the Town Children 52 40 Finding the Most Convenient Source of All the Books Read by Grades 53 41 Percentage of Books Recommended by Different People 53 42 Comparison of the Reading of the Movie Group with the Group Attending Movies Infrequently 55 LIST OF TABLES (CONTINUED) TA3LE Page 43 . Comparison of the Reading of Two Groups or Radio Listenera 56 44. Favorite Radio Programs in Order of Preference try Gmde 57 45. Comparison of the Reading of the Tourist Children am3 the "Permanent" Children 59 46 Comparison of the Reading of Children Interested In Hobbies with the Reading of Children Hot Interested in Hobbies 60 47. Comparison of the Reading of Children Whose Vocabulary Attainment vas Grade Level or Above with the Reading af Children Whose Attainment Was Below erade Level 61 4a . Comparison of the Reading of Children Whose Comprehension Attainment Was Grade Level or Above with the Reading of Children Whose Attainment Was Below Grade Level 62
49. Comparison of the Reading of Children Whose Arithmetic Attainment Was Grade Level or Above with the Reading of Children Whose Attainment @as Below Grade Level 63 50. Cornparison of the Reading of Children Who mere Accepted by the Group with the Reading of Children Who Were Not Accepted by the Group 64 1 51. Comparison of the Reading of Children Whose Parentat Educational Career Was Tenth Grade or Higher with the Reading of Children Whose Parents Did Not Reach Tenth Grade 65
52. Favorite "Comic" Books in Order of Preference by Grade 67 53. Favorite "Comic" Stripa in Order of Preference by Grade 68 54 . Comparison of the Reading of Children who Read "Comic" Books Re$ularl% with the Reading of Children Who Read Comic Books Occasionally or Never 69 IIITRODUCTION Ahof ths Stdy
The aim of this study is to aaoertain the mount and quality of the voluntary reading of the intermediate grades of an elementary school in Clearrater, Floridar The further ah is to determine, if possible, the influence or relation of aertain factors on or to this quality and amount. The factors conaidered are: intelligence, aex, ednoatianal background, age, accessibility, supervision, aovies, radio, being a tourist, hobbies, reading attainaent, arithmetic attainment, group status, educatioaal status of parents, "adce', apace in the school building, and play-yard apace.
The Importance of Studying the Reading Interesta Of Children
sane teachers1 of intenaediate grades realize that people of the United States ace not book readersr They are also conscious of the fact that the reading interests developed in school influences to a certain extent the reading done on an adult level. In an effort to deterdne why the reading of books doea not carry over into adult life, many studies, experiments, and investigations have been made ln the field of children's reading. It has been realized that inforlsation regard-
1. Florence D. Cleary, "Why Children Read," Wilson LibFazCg Bdlletin, XIV (October, 1939), 119-126.
1 2 children's preferences in books, and the effect that various factors might have on children's reading is important tf we are to be more aucceasful in helping children acquire lasting read- ing intereats.
Review of Previous Studies
Thorndike's2 investigation of the reading interests of slow - and fast - learning children revealed that these two groups in the upper elementary grades may have much the same topical interest patterns, but the reading through which these interests are satisfied differ8 greatly in amount and quality. putn-3 found from her experiment that non-fiction was !! not read as much as fiction, not because of lack of interest, but because of inaccesslbllity. After making available, infor- -tion concerning toploe in which her sixth grade bad indisated an interest, the reading of non-fiction was considerably in- creased.
OuilfOile4 reports the Influence of the following factors on the selection of books: recoumendations by another peaon, planned reviews, hobbies, cultural background, special intereats, illustrations of books, economio conditions, housing, etc. In
2. Robert L. Thorndike and Florence Henry, "Differences in Reading Interests Related to Differences in Sex and Intelligence Level, Elementa School Journal, XL (June, 1940), 751-63. 3. Rutd5a-t- a Taste ror lion-Fiction," Elearntar En lish RgVisw, XVIII ei1941)s 228-229. dahl-, "Developing the Reading Intereats of Children," Elementary English Review, aC (1943) , 279-286. 3
individual cases it was found that these various factors did influenae the ohoice of booka. Bruner5 found in his experhnt with elementary school children little interest in Informational material. Hor- ever, informational ataterial of the story type rated higher than the desoriptive tne of infarmatima1 material. He also found that Informational selections of the story type can be written which ciwnpare favorably with literary aelections. Bruner' mentions the fact that one factor which may cause low score in Informational material is in the nature Of these materials. Often they satisfy immediate needs and solve problem which, when once solved, lose much of their Interest. One of the moat important Investigations on the reading Interests of children was made by J0rdan.l. He reports that boys and girls read more fiction than anything else and llke it better. In nine cases out of ten, glrls read mre fiction than bogs. Boys prefer fiction of adventure, while girls prefer stories about children llke themselves. Girls do not like history and biography as much as boys. !Phe interest or girls In travel, adventure, and soience is almost negligible, Boys often ahow a lilting for history, scraetfmes as low as fourth grade. Boys displayed little interest in books on travel or
5. Herbert B. Bruner, "Determining &sic Reading &aterials Throunh a Stadv of Childrents Interests and Adult Judnments."- Record, XXX (1928-1929), 285-509. --. 7. =& Melville Jordan, Children~sInterest in Readin , __pp. 1-103. Chapel- Hill. north Carolina: Univeraftrod Carolina Pmes, 1926.
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science, although their interest in this type was greater than girls' interest. Terman and Llma8 canpared gifted children with an tan- selected group. It was found that very bright children read much more biography, science, history, folk tales, travel, drama, poetry, and iniomnational fiction, and lese emotional fiction than unselected children. Since the reading of "acmnics" is such a aontroversial issue among educators, parents, and the general puhlic, it was with interest that the study made by Hillg was read. Hill quotes Roger estimation that eighty laillion Americans read the Sunday "colaics' aloae. This hpresaive figure cannot be ignored in aonsidering the reaaing intereets of children. The results ~ill*sUstudy reveal that children like "codc" strips prharily for the adventure, excitement, and actim portrayed, and secondarily for their humor. It was also found that children's interests in "comb" atrips are very sidlar to their interests In reading, in the radio, and in the movies . Wit*12 made a study of 2500 pupils In the fourth, fifth,
8. L. Y. Terman and M. Lima, Children's Reading, p. 73. Hew Pork: D. Appleton CO., 1931r 9. George E. Hill and Estelle Y. Trent, 'Children's Interest in Comic Strips," -IJournal of Educational Research, XXIV (September, 1840), 50. 10. Roger C. Gay, "A Teacher Reads the Cdoa," Harvard 1937) , 198-209. 12. Paul the Comics - 4 Comparative Study,' c__-Journal of Experimental Eduaation, X (1941-422), 105-109.
f 5 and sixth grades, and found that the average number of "com3.c" magazines read by that group was thirteen. There was little difference in the Interest factor of boys and girls or of the children in the three grades. It was found that in addition to thirteen "comic" books read regularly, four or five additional ones were read often, and six or more were occasion- ally read. These results attest to the popularity of the "comics ." The movies and the radio are factors which have been considered In studying the reading interests of children. EIsenbergl3 reports that if we eliminate the music of the radio, ahildren like radio programs if they are exciting, interesting, full of action, and Sunny. BFornl4 found that children of grades four, five, and sir prefer movies having the same interest appeal as the preferred "aomics" and radio program. C1ead5 made a study of the readlng interests of 491 children In the seventh and eighth grades to find what their interests were in teras of certain factors wbich dght coaditlon their reading. The results of this study showed that the children read aboat entirely fiction. They did a great deal of reading in newspapers and magazines, but there was an indication of a need
13. Awlel L. Eisenberg, Children and Radio Programs, p. '87. Hew York: Golwnbia Universi Preas,m3r 14. Francis 3. Brown, 'fhs3 Ociologg 3 ChildhooB, pp.-301-317 New York: Preatice Hall, 192%- 15. Florence D. Cleary, "Why Children Bead," Wilson Libra= Bdlletln, XIB (October, 1939) , 119-126. 6 for guidance in this reading. It was found that movies and the radio aotually sti~aulatedreadlng, and that they had a tremendoua interest for the child. The results of these studdie8 seem to indicate that the following factors might have an influence on children(s read- ing: intelligenae, accesslbllity, aex, recoaoaendatlons, special interests, hobbies, cultural background, "comics", radio, movies. 7
CHAPTER I1
B4ETEODS OF IIYVESTI5ATIOH
Procedure
'phis study is an adaptation of Clearyss' study which dealt with Junior high school boys a& girls from several schoola in a large city. This study deals with the intermediate grades of me elementary school In a city with a population of 20,000. The children in the fourth, fifth, and sixth grades of an elementary school in Clearwater, Ploriaa cooperated in this stm3-y. These grades are departmentalized with a home-room teacher for certain subjects. Tae reading teacher of the fourth, fifth, and sixth grades conducted the study. Two hundred and thirty-nine children took part. Of the entire group 52 per cent were boys, and 40 per cent were girls. Certain conditions concerning space In the building and play-yard space were observed during the the when the study was conducted. This elementary school was bullt to accommodate about 390 children; there were 580 children enrolled when this strdy was conducted. In order to care for this increased en- rollment the library, the ruditorlpa, and the cafeteria had been aonverted into classroom. "he library books had beem trans- ferred to one of the classrocBLB. There was no place for the children to gather for group progmma. At noon the children brought their lunch trays to their home-room where the one-
-I 8
hour lrmch period was spent. The school yard covered tro and one-half acres; adequate fiay-ground spce would have required eight or ten acres. Due to this limited yard apace the fourth, iiith, and sixth grades had separate recress periods. Consequently, groups were entering and leaving the building at fifteen minute intervals for nearly one hoar every morning. The -Otis Quick-Scoring Mental Abilite -Tests' were given to determine the penentage of children having above-average intelligence, average Intelligence, and below-average intelli- gence. Caaparisons were made of the reading records of the three intelligence groups. Metropolitan Achievement -Teats3 were given to detennine the grade level of these children in reading (vocrabulary and comprehension) and arithmetic. The reading records of chlldren whose attalnnant was grade level and above were compred with the reading records of children whose attainment was below grade level. To detenaine the group statue of a child, a slip of paper was given to each chila on which he was asked to write the name8 of three childrenmtxa he would like to sit near or have as a work companion. For the purpose of comparing their read- ing, the children were divided into two groups; in one group were the children who were ohoaen by at least thee members of
2. Mental Abllltg -Teats, Hew York: World Book Cm 5. Hetropolltan Aebisvement -9Tests Hen Yo&: World Book Co., 1947.
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the class as a friend, and in the other group were the children who were chosen by less than three members of the class as a
f riblad. Infomation regarding the educational status of parents was obtained from the ohildrents permanent record folders4 The reading records of children whose parents' educational career was as high as tenth grade were compared with the reading recorde of children whose parents did not reach tenth grade. The children were asked to keep a reading record for slx weekr. On record form (see Appendix, p. 77 ) the7 were asked to report every book which they read and to check items gi- such inrotormation as the appraisal of the book, the reason for reading the book, and the source from nhich the book was obtained, These children were also asked to answer a queatiannaire (see Appendix, p. 78) giving infonuation about their magazine and newspagar reading, and their interest in hobbies, movies, radio, and nccoarics." 20 insure greater accuracy of the desired infomration, the questionnaire was used as the basis for an Interview From the information derived from the questionnaire, children were grouped according to their interest in hobbies, their movie attendanoe, the amount of the spent listening to the radio, and the number of "c0mic" books read. Comparisona of the reading records of the different groups were made.
1 10
Treatment of Data
In order to facilitate the treatment of data, a 5 x 8 card was filled out for each child. The cards gave the follow- ing information: age, sex, I. $., reading attainment, aritbmetic attainment, bus child or town child, tourist child or "perma- nent" child, group status, educational statue of parents, magazlne and newspaper reading, nlrmber of books read during the six-weeks period, number of "approved" and "unapproved" books read, Interest In hobbles, movies, radio, ncOmics." To evaluate the quality d the books read by these children three approved reading lists were used a8 a standard of critical evaluation: Childrents ~atalogue4,Traaspre --for the ~agi~,f,and
Pinellas Supplensentary Book_.- List.' If the books appeared on one of these lists, they were considered "approved" books for children. To find the extent of reading for the entire group, the average amount of time spent weekly In reading books, magazines, and newspapers was computed. The results are shown in tables. Information derived from the reading records (see Appendix p. 77 ) was used to detepmlne the childrents appraisals and preferences of books, the most convenient source of the books read, and the effect of supervision on the selection of books.
4. Children's Catalo ua, Hew York: E. W. Wilson Co., 1946. 5. Anne Thaxb&ura --for the Talrin~, Res York: The Vlking Press, 1946. 6. Pinellas Su lementar Book List, canpiled by Mabel Kelso, St. Pekersburg, ~e~r~ool.,1947. 11
The results are shown in tables. To determine the effect that certain factors mlght have on children's reading, a comparison was made 86 to the amount and quality of reading of various groups. Factors used in forming the dlff'erent groups were: intelligence, sex, educational background, age, reading attainment, arithmetic attainment, group status, educational status of parents, being a tourist, being a bus child, interest in hobbies, movies, radio, and "comics." To canpare the mount of reading &ne by the different groups, the median amount of the spent weekly in reading was worked out for each group. Fo caapare the qualie of reading done by the different groups, the percentage of "approved" and "unapproved" books read by each group was worked out. The median amount of time spent weekly in readlng by the different groups, and the percentage of "approved" titles are shorn in tables Chapter I11 will reveal the results of the part of this study wMeh was an adaptation of Cleary'S' study. In Chapter IQ additional factors which might influence tb amount and quality of childrents reaag will be considered.
7. Cleary, a. G. 12
CHAPTER I11
ANALYSIS OF DATA The Extent of Reading
Seven hundred and eighty-aeoen titles were recorded on the reading reeorde of the 239 children, an average of .55 books read weekly by each child. (see Tables 1 - 4, pp. 12 - 14). !%e median amount of time spent by the group in reading magazines was .25 hours; 1.0 hour per week was the median amount of time spent reading newspapers. Taklng four hours as the average the to read a book of average length, the average amoupt of time spent weekly 3.n reading books was computed, and found to be 2.2 hours. ‘fhis flgure was added to the figure for magazine and newspaper reading, and it was found that 3.5 hours was the average tlme spent weekly by the group in reading. (see Tables
5 0 9, PP. 14 - 16).
TABLE I HUMBER OF PUPILS TAKING PART IEI THE STUDY BY GRADE AND SEX
: . . : : Grade . Boys . fflrls : Both : . . : I : IV I 39 : 45 . 84 : . : . . V . 54 . 44 98 : . : . t : VI : 31 . 26 . 57 : . : a : . : : . :All Grades : 124 . 115 : 239 : . . : .
t 13
TAPLE 2 NWEER OF BOOKS mAD DURING !WE SIX WEEKS PERIOD BY GRADE AND SEX
I . - . : Bog8 : Girls : Both . : . Xmbr of : Ember of : Nlmtber of : : Qrade : Bo oks . Books : Books : . : : . : IV . 77 : 202 : 279 : : . : . : : V 109 . 142 . 251 : : . : : : VI 115 : 142 : 257 : . . : : . : . : : :All Grades : 301 . 486 : 787 . : :: . :
TAXLE 8
HEAN NUMBER BOOKS FBAD WEEKLY BY GWE AND SEX
~~ . ~ . . : : Bog8 : Qirla : Both : : : . : : : Grade : Yean Bumber : Meen Number : Mean Bwnber : : . : : . : IV : 12.8 : 33.7 . 46.5 : : . : : : . V : 18.2 : 23.6 : 41 08 : : . : : : : VI : 19.2 : 23.6 : 42.8 : : . . : : : . : . : All Grades 50 01 : 81 00 : 131.1 : 14
TAPLE 4
AVERAGE NUMBER OF BOOKS READ WEZlUY BY EACH CHILD
* . t :. Sex : Average Elumber of Book8 : : : : t BoJe : 040 : : Girls : e70 : : : Both 055
TABLE 5
TOT& AMOUNT OF TIME SPENT WEEgLY IN BEpsIBG BOOKS BY GRADE AND SW
: 1 : : . : Boys : Girls : Both . : : : : Grade : Rows . Hours . Hours . . : : : : IV : 51 03 . 134.6 : 185.9 : . . : : : V : 72.6 : 94.6 : 167 03 . : . : . : : VI : 76 06 : 94 06 : 171 e3 . : : : . . : : AU Orades I 200.6 . 323.8 : 524.6 . : : : : 15
6
AVERAGE AMOUEP OF TIME SPENT WEZKLY IN KEADIWG BOOKS BY GRADE AND SEX
: : Boge t Qirls . Both : . . : : Grade Hours : Hours : Hours . : : . . . : IV . 1.3 3 SO . 2.2 : : . : : I : V . 1.3 : 2.3 . 1e7 . : . : : : . VI . 2.5 . 3.5 : 3.0 : . . : : . . : : : : : . : All Qrades : 1.6 2.8 . 2.2 . : . : .
TABLE 7
IIIEDIAN AMOUNT OF TIME SPEZT IN FUWDIBG MAGAZINES J3Y GRADE AAD SEX
: : : t BUYS : Girls : Both : : : : : : : Grade : Hours : Hours . Hours : . : : : : : IV : .00 . 25 .00 : : : : . : . V 25 . 25 . 25 . : : : : . : VI .50 . -50 : e50 . : . . . . : : : . : All Grade. : 25 . 25 : 25 . 16
TABtE 8 i
MEDIAN AMOUNT OF TIME SPEPTT WEHaY IN RgADING BlEWSPBgERS BY GRADE ABD SEX
: ~ : . : : Boys : Girls . Both : : : : Grade : Hours . Hours . Hours . : . : . : IV 9 0.58 : 0.58 : 0.58 . : I : . V : ' 1.00 : 1.00 : 1.00 . : : : : : VI : 1.00 1.00 : 1.00 : : : : . . : . I : All Grades : 1.00 : 1.00 3-00 :
TAW 9
AVERAGE AMOUNT OF TIME SPENT WEEXLY Bp TBE GROUP I13 READIIIG BOOKS, LIBGBZIPSES, AND NEWSPAPERS
~~ : . I : : : Boys : Gir1.s : Both . . : .: Grade .: Hours : . Hours . Hours . : . : . . IV . 1.9 . 3.8 . 2 .8 : . : . . : V . 2.5 : 3 .s : 2.9 : : : . : : VI : 4.0 : 5.0 : 4.5 : : : : . : : : : : 811 Grades : 2.9 : 4.0 3 05 : : : : 17
Tspes of Books Read
Of all the books read, 81 per cent were fiction; 12 per cent were biography; 3 per cent were science; 4 per cent were travel, hlstory, and arts. (see Tablea 10 - 15, pp. 17 - 20).
TABLE 10
FIUMBER OF FICTIOIJ BOOKS READ BY GRADE AEl SEX DURING "E SIX-WEEKS PERIOD
: : . . : Boys . Girls Both . . . . : .: Grade : Humber .: Number : Number : . IV : 61 160 : 221 : : : . . : : V . 91 . 126 . 217 . . : . . . : VI . 80 . 123 : 203 .: . .: . .: : All Grades : 232 409 . 641 . . : : . : 18
TABLE 11
NUM3ER OF WON-FICTION BOOKS KEAD Bl? GRADE AND SEX
: . . : .. : : Blography . So len o e :Travel, H1story:Total : : Arts : :Boys Glrls Both:Boys Gf~lsBoth:Boys Girls Both: : Grade . Nmbsr : Number . Nqtber *- . : : : : : IV :9 27 36 : 3 3 6: 4 12 16 : 58 . : : : V :5 9 14: 5 5 10: 8 2 10 : 34 : : : :VI :24 18 42 : 7 0 71 4 1 5 : 54 . : : . .:- :All (Prades: 38 54 92 15 8 23 16 15 31 : 146
TAXLE 12
TOTAL NON-FICTION BOOKS BEAD BY GRADE: AND SEX
t . . : Boys : Girls : Both . . : . : : Grade : Number : Number Number . 1 . 2 . : : IV : 16 : 42 . 58 : . : : . . V . 18 : 16 : 34 . : : . : . VI . 35 : 19 : 54 . : . : . . . : . : : All Grades : 69 . 77 . 146 . 19
THE PERCENTAGE OF FICTION BOOKS REXI) BY GRADE AM) SEX
: * : : : . : Boys Girls : Both . : : : Grade : Per Cent : Per Cent : Per Cent : . : . : IV . 79 . 79 79 : : . . : : : V : a3 . 89 : 86 : : . : : VI : 70 : 87 : . : : : . : : All Grades : 77 . 84 81
' TABLE 14
THE PERCENTAGE OF HON-FICTION BOOKS READ BY GRADE AHD SEX -- - . . . . : : : : BioaraDb- -- : Scienee :Travel. History :Total: : . : andhts : : : : Grade : Per Cent : Per Cent : Per Cent : . * f I : . : : IV : 12 13 13 : 4 1 2:5 6 6 i21 : : : : : . : v:5 6 6: 5 4 4:7 1 4 :14 : : : . : : : : VI : 2l 13 16 : 6 0 3:3 0 2 :21 : : : : : . :All . : : - : :Grades : 13 11 12 : 5 2 3:5 3 4 :19 : . : . : : -: 20
TABLE 15
PERCENTAGE OF TOTAL BON-FICTION BOOKS READ BY GRADE MD SEX
: : : . : Boys Girls : Both : . . : . : : Grade : Per Cent : Per Cent : Per Cent : : . : : : . IV . 21 : 21 . 21 : : . . . : V : 17 . 11 . 14 . : : . . VI . 30 . 13 : 21 * . . . : . : : dl1 Grades : 23 : 16 . 19 .
. Biography showed some degree of popularity. Fifteen titles had a frequency mention of three or mom, and pupils reported liking biographies which the7 read. These biogra- phies were the simplified version of the lives of famous people. There may be little literary wlue In books of this kind with short choppy sentences; but they do contain all the essential facts, and fourth and fifth grade children can read this fiationized biography. Very few classics were reported. The following books had a frequency mention of two: Black Beau*, Gulllver*s Travels. Huckleberry FIM,-- The Jungle -Book, Rebecca of Sunny- --brook Farm. The following books were mentioned once: --Just So Storiea, Little -Men, Little Women,- Robinson Crusoe, Tom Sawyer, Treasure Island, Through the Looking Glass, Bogs' King Arthur, P
Robbin Hood, The Golden Pleece. -- _.-- ---Pecoa Bill and Lightning, wlth a frequency mention of seventeen, was read by more children than any other during the six weeks period. This amusing story about the legendary Pecos Bill and his wonderful mount has great appeal to childmn who want "fumy" books and cowboy stories.
Silver Chief and The Myaterg of the Little _.Red School- -house ranked second in popularity, each havlng a frequency mention of twelve. The appeal of Silver Chief is probably due to its fine picture of a dog, and its account of simple, matter- of-fact heroism. -A Mysterg of the Little s Schoolhouse is the story of a mystery solved by ohlldren and can be easily interpreted through the children's ann experiences. The ranking first ten books ln popularity were: Pecos --Bill and Lightning, Silver -Chief, The Mystery og Little Red Schoolhouse, Pancho, Nothing At All, Strawberry Girl. Huatx, 2---Wind Foot at the County Fair, Houston, Black Face. Seven of these top-ranking ten books are stories about anlmala, thus indicating a narrow range of interest. (see Table 16, p. 22). 22
TABLE 16
THE WEKING FIRST TEN BOOK8 IBI POPULARITY Title Frequency or Xention
Pecos Bill and Lightning 17 Silver Chief 12 Mystery of the Little Red Schoolhouse 12 Pancho 9
Nothing at All 9 Strawberry Oirl 8 Rusty 8 Windy Foot at the County Fair a Sam Houataa 8 Black Face 8
The Hardy Boys Nystery Stories by Fra-in Dixon were popular, hat no single title received frequency of mention high enough to place it with the ranking first ten books. There we- eleven different Hardy Boys Mystery Stories mentimed rlth a total frequency mention of twelve. The characteristics of this series of books might inaicate the reason for their popularity. The Hardy Boys are sons of a celebrated Amerioan detective, and front their father they inherit a seal ta bring erlmlnals to justice. After school and during their vacatian days, they follow up clues which they unearth 23 themselves. The stories are full of excitement and adventure. In the end the boys axways get a reward and buy something for themselves The series of Augustus books by Le Grande vas also popu- lar, but here again no single title was mentioned frequently enough to place it with the top-ranking first ten books in popularity. There were ten diff ewnt Augustus books mentioned with a total frequency mention of twenty-four. Thls series of books la about a ten-year-old boy, Augus- tus, and his famlly. Augustus gets into many tight situations, but he always works his way out triumphantly. The cheerful family furnishes lots of laughs along with an exeiting story. Le Grande draws the pictures, too, that are just as gay and funny as the story. If the Hardy Boys Series were considered as one title beeauae of the sameness, and the Augustus Series were con- sidered as me title because of the sameness, these books would appear among the ten top-ranking books in popularity. Then It might be assamted that these childrents preferences centered in anlmal stories, and stories filled with mystery, adventure, excitement, and humor. (see Table 17, p. 21). 24
TABLE 17 THE RANKING FIRST 'PEN BOOKS IN POPULARITY WHEll THE HARDY BOYS SERIES IS CONSIDERED AS OHE TITLE AzlD THE AUGUSTUS SERIES IS CONSIDERED AS ONE TITLE Title Frequency of Yent 1on Angustus Series 24 Pecos Bill and Lightning 17 Hardy Boys Series 12 Silver Chief 12 Mystery of the Little Red Schoolhouse 12 kcho 9 Nothing at All 9 Strawberry Girl 8 Rwty 8 Windy Foot at the County Fair 8
The five top-ranking books in popularity were worked out for the three grades when the Hardy Boys Series was considered as me title, and the Augustus Series was considered as one title. In the fourth grade, the five top-ranking books in popularity were: Black Face, Riding the Raila, Pancho, Rusty, and Little Elephant Catches -Cold. In the fifth grade, the five top-ranking books in popularity were: Auguetus SeriesL Pecos Bill and Lightning, Silver -Chief, Mysterg --of the Little -Red Schoolhouse, and Hardy Boys Series. In the sixth grade, the five top-ranking books in popularity were: Auguatue Series, ---Pecos Bt11 and Lightning, Windy Foot at the County Fair, 25
Invisible Island, Mygeterg of the Little -Red Schoolhouse, and Hardg Series. The Augustus Series and the Hardy Boys Series did not receive the popularity in the fourth grade that they did in the fifth and sixth grades. (see Table 18 below).
TABLE 18
RANKING OF TEE FIRST FIVE BOOKS IN POPULARITY FOR EACH GRADE WEEM THE HAFfDY BOYS SERIES IS CONSIDERED AS ONE TI'PLE. ABD THE AUGUSTUS SERIES IS CONSIDERED AS ONE TI~E,SHOWING THE: FRFQUENCY OF MENTION BY s~3lt
. . : P : . Grade IV : BOYS : Girls : Both : . : : . . : Title :Frequency:Frequeney :Frequency: . I I : I : Black Face : 1 : 6 : 7 : : Riding the Rails : 4 : 3 . 7 : . : Pancho 2 . 4 . 6 : : Rusty . 2 4 . 6 . : Littie Elephant Catched Cold : 2 4 6 . : . : . : Grade V . : : : : Title . : . : : : . . : : Augustus Series : 4 . 6 : 10 . : Pecos Bill and Lightning 5 2 : 7 : : Silver Cblef . 4 . 2 . 6 . : Mystery of the Little Red . . : . . Schoolhouse : 1 4 5 : : €lady Boys Series . 2 : 3 i 5 . : . . : . Grade VI . : : : Title . : : : : . : : Augustus Series : 8 : 4 : 12 : : Pecos Bill and Lightning : 6 . 2 : 8 . : Windy Foot at the County Fair: 3 . 4 : 7 : Invisible Island : 1 : 5 : 6 . : Mystery of the Little Red : . . : : Schoolhouse . 1 . 5 . 6 : : Hardy Boys Series . 5 1 . 6 . : : : . 26
These particular titles are not of great importance, be- cause at another tbe the children might have read other titles. HoweveP, they do suggest general preference as to kind of etory and the quality of their choices. With the exception of the Haray Boys Series, all of the top-ranklng books shown in TaBle 17, page 24, are on one of the three lists of approved books for children (see p. 10) which were used in this study as a standard of critical evaluation. The children of the three grades ehored a preference for many of the same books which seems to indicate a lack of growth In the reading of more difficult material. (see Table 19, p. 27)
. m
TABLE 19
TITLES CO16)yIGN TO BCL THREE GRADES AND THEIR FREQUENCY OF MENTION BY GRADE AND SEX
~ ~~ -~ : . 3 > I : Grade IV : Grade V : Grade VI : : . :Frequency : Frequency ,Frequency : : . Title :Boys Girls :Boys ff1rla:Boys G1rls:Toa : -r . : . . : Augustus Series 2 4 6 8 4 24 : : : Pecos Bill and Light- : ning 2 5 2 6 2 17 : : : :Hardy Boys Series 1 2 3 5 1 12 .: : Silver Chief 1 4 2 4 1 12 : : : : Mystery of the Little : . Red Schoolhouse 1 1 4 1 5 12 : : :lothing at All 1 5 2 1 9: : : Pancho 2 4 2 1 9: : : Rusty 2 4 1 1 8: : Strawberry Girl 3 3 2 8: : : : A Horse to Remember 1 1 2 3 7: : . Good Luck Horse 1 2 1 1 5: . : . Abe Lincoln 2 1 1 1 5: : : : George Carver 1 3 1 1 5:. : Clara Barton 1 1 3 5: : : . Paul Revere 2 1 1 4: 20
The girls read a greater percentage of the most frequently read books than the boys in the fourth and fifth grades; In the sixth grade the boys read a greater percentage than the girls. (see Table 20, below)
TABLE 20
PERCENTAGE OF THE MOST FBEQDF%TLY READ BOOKS BY GRADE AND SEX
. I . . . . BOYS Girls : I . : : . Grade : Per Cent . Per Cent I : : : IV 54 66 . V 48 52 r : : . VI 53 47 .I : . : All Orades 46 54 :
The figures in Table 20 were derived from the data in Table 18, page 25.
With the exception of the Hardy Bops Series, the books moat frequently read during the period when the record wa8 kept appeared on the Pinellas Supplementarg --Book List, an&, therefore, may be called standard or "approved" for children, This doesn't necessarily mean that children perfer books 29
generally Suggested by those who direct their reading, but poasiblF that the "approved" books were more accessible from the school library. It waa interesting to note that most of the nunapproved" books which appeared on the childrents reading recorda came Iran the public library, where they chose from a large selection of both 'approved" and "unapproved" books, Perhaps this indicates a need for more childrenfs books which are easier to read, and which contain lots of action with elements of surprise, mystery, and humor. To further evaluate the quality of the books chosen by these children, another tecbnlque was used. Wenty-five of the childrents reading lists were chosen at random and checked with three approved reading lists, (see p. lo). Them lis%~were used as a standard of critltal evaluation to determine the quality of the books read by the group. Of all the books appearing on these lists chosen at random, 72 per cent were on one of the approved lists of chfldrents books. From this evaluation the quality of the books read appears conmendable, However, it may mean that these books were more accessible, and not necessarily book8 whlch have an appeal for children, The popularity of the Hardy Boys Series gave evidence that the books selected for children for their literary value are not necessarily books which chil&ren choose voluntarily. Table 21, p. 30, shows the evaluation of the fifty-four titles whlch appeared on the twenty-five lists chosen at random.
. TABLE 21
EVALUATIa @' TBE TITLES APPEARING ON THE TwEBlY-FIvE: LISTS CHOSEN AT RAND- Title :Treasure for:Pinellas:Chlldrsnls :the Taking 8BookltistiCatalogue
Baby Whale, Sharp Ears X X Adventure in the Wilderness Eelinda and the Singing Clock X Bobsey Twins at ths Circus Cowboy Boots X X The Doll Who Came Alive X X Fast Sooner Hound X H=PY Hardy Boys, Seerot of the Old Mill Mickey Mouse and His Friends Jezebel, the Jeep X X Little John of Hew England Myatery of the Five Bright Keys X X Wahwee X Paddle to the Sea X X X Rain Forest Smoky, the Cowhorse X X X Short Leaah Thief Island X X Val Rides the Oregon Trail . X Tall Tlmber Tales X Butfalo Bill X x Big Fellow at Work X X Joan of Are X X X Cleartrack Ahead X X Clrcua Shoes X X X Strawberrv Girl X X Polly Pepper Bird Oirl X Fairy Tales from Brazil X X The Bird's Christmas Carol X Appleaeed Fan, X Bobsey Twins &ice All by Herself X Bewitehed Caverns I Cherry Amea, Visiting llurse With the Indiana in the Rockies X Henners' Lydia X The Middle Sister X Mystery of the Mississippi Pancakes-Paris x Airplanes at Work X Merrylips X 31
TABLE 2l (Continued)
EVALUATION OF THE TITUS APPEARING ON THE !I%"!PY-FIW LISTS CHOSEN AT RANDCM Title :Treasure for:Pinellas:Children~a :the Taki6g :BoWi$t:Catalo=
Let's Do Better X Gold for the Graham X 'Phe Other Side of the Mountain Dolly ldadisan X Stephen Foster X Let's Travel On X Hoosier Boy X Robert Fultrm X King of the wind The Little Town on the Prairie X
Magazines
Fra the interviews It was learned that these children did not do extensive magazine reading (see Table 7, p. 151, but it was gratifying to learn that more children are be- earning subscribers tu children's magazines, such as --Jack ant¶ --nil, wee wisdom, children's Activities, e --~oadror =, herloan =, and American Girls (see Table 23, p. 33 ). lo doubt, many of the adult magazines which were mentioned in the interviews are not really read but merely examined by the children. -Life led the other magazines in frequency of mention with 25 per cent of the children chooaing it as a favorite; Jaclr and -Jill was choaen by 10 per cent; Saturday Evening -Post by 7 per cent; by 3 per cent3 Open Road for e by 2 per cent; 32
Boys' -Lire by 2 per cent; berican -Girl by 2 per cent; -Wee Wisdom by 2 per cent; and Children's Activities by 1 per Gent. (see Table 22, below).
TAm 22
RABgIarc; OF TITLES OF THE EIGHT fIA(tAzIXES MF3JTIO"D MOST FREQWEH'PLY AS FAVOFU?IIES,SHOWIHQ THE PERCENTAGE OF THE TOTAL GROUP CHOOSING THESE AS FAVORITES Title Per Cent Life 2s Jack and Jill 10 Saturday Evening Post 7 Look 3 - Open Road for Boys 2 ~oys'Lire 2 I American Qirl 2 Wee Wisdom 2 a Children's Activities 1
In the fourth grade, the magazines mentioned most ire- quently were: --Life, Wee Wisdom, ---Jack and Jill, Children's Activities, and -Look. Those aentioned most frequently in the
fifth grade were: LFfe, Saturday Evening -9Post -Jack - and -*Jill Look, Open Road for Boys. In the shth grade, tb most ire- quently mentimed magazines were: Life, Jack and Jill, Saturdap. Evening Post, Life, and American -Qlrl. (see Tahle 23, p. 33). 33
TABLE 23
RMKIHG OF TITLES OF TBE FIRST FIVE YIAGAZIlJES BY GRADB! Am) SEX IN ORDER OF PREQtENCY MEIJTIORED SHOWING TEE PERCE3lTAGE OF EACH GRADE BBD SEX CHOOSING !CEBSE AS FAVORITES
: ~~ : ~~ ~ : ~ . : Grade IB : Boys . Girls : Both : . Title :Fer Cent : Per Cent : Per Cent : : . . : Life . 25 22 23 . : : : : We Wi~iedcim : 0 11 11 . : : : : Jack an8 Jill : 5 6 5 : . . : : Children's Activities : 2 6 4 : . . : : Look . 5 4 4 . : . . : Grade V . : Title . . : : : Life : m 25 26 : : : : Saturday Evening Post : 9 11 10 . : : Jack and Jill . s 13 8 : . : 8 : Look : 7 2 5 : : : . : Open Road for Boys : 9 0 5 : : : . : : . : Grade VI . Title . : : : : Life . 19 30 24 : : : : Jack and Jill . 9 30 19 : : . . : Saturday Evening Post : 25 3 15 : : . . : Boys' Life : 12 0 8 : : : . : herloan Girl . 0 19 8 : : . . 34
The three most popular sections of the newspaper were: the "comics", the front page, and the sport section. The "iromics" section was much more popular than the other two sections; 85 per cent chose it as their favorite section. The front page was chosen by 23 per cent, snd the sport section by 19 per cent. There was little difference in the percentage of boys and girls choosing these three sections with the exception of the sport section which was chosen by a greater percentage of boys than glrls. (see Table 24 below),
PERCEWTAGE OF TOTAL GRGUP CHOOSING ?RRBE SECTIONS OF NEWSPAPER AS FAVORITgS
: t . : Section . Boys Girls Both : : . : . : Per asnt Per cent Per cent : . : . : COdCS : 83 87 85 : : . : : Front page : 21 24 23 : : : :
: Sports~ : 20 8 19 : . : .
The percentage of children in the fourth grade choosing these three sections of the newspapers as favorites was less than the percentage for the children in the fifth and sixth grades. In all three grades (I greater percentage. of boys 35
chose the sports section as a favorite than the girls. (see Table 25 below).
TABLE 25
PERCENTAGE OF CHILDRJ3N CHOOSING "HRJ3E SECTIONS OF NEWSPAPER Bs FAVORITE By GRADE AND SEX
. . a : : : Grade IV . BOYS Girls : Both : : Section : Per cent : Per cent : Per cent : . I : Funnies : 74 : 82 . 78 . : Front Page : 5 : 22 : 14 : : Sports . 15 : 6 : 10 : . . : : . : : : Grade V : . : : . : t : : Funnies : 90 : 88 : 89 . : Frat Page : 31 : 22 27 . : Sports 33 6 . 2l . . . : . : . : . : Grade VI . : : : . . : : Funnies . 83 . 96 . 89 : I Front Page : 25 : 30 . 28 : : Sports- . 38 . 15 : 28 : . . .
It is interesting to note other sections of the news- paper mentioned by individual children in each grade. In the fourth grade the Society Section was mentioned by three girls, and one bog mentioned the Weather Report. Other topics of interest were: accidents, children getting hurt, train wrecks, people getting killed, people getting burned. 36
In the fifth grade the Radio Log was mentioned by one bog and one girl, the Society Section by three girls, and Lost and Found by one girl. Other topics of interest were: crashes, robberlee, murders, and what happens to children. In the sixth grade the Society Section was mentioned by three girls, the Weather Report by one boy, Editorials by one boy, and the Ads by tvo boys. Other topics mentioned were: accidents, murders, and exciting parts.
Survey of Appraisals of Books
Of all the books receiving approval, 69 per cent were appraised as "very good,n 23 per cent as "liked," and 7 per cent as "read again." Since only 2 per cent reported &La- approval of the books they read, it appears that children read only what they enjoy, if they are allowed to choose their read- ing voluntarily. (see Table 26, p. 57). The plot was the most appeallng factor in 49 per cent of the books read; the characters were lilred best In 38 per cent; 13 per cent were liked best because of information gained. The few children who expressed dissaproval said that they did not like that kind of story. (see Table 27, p. 37). 37
TAELE 26
SURVEY OF APPRAISALS OF BOOKS PERCEMTAGE OF BOOKS APPRAISED AS "VERY GOOD " "LIKED," "READ AGAIN," DID NOT LIKE"
: t : : . Received Approval Disapproval : : :Very Goad Liked Read Again : Did lot like . : Grade:Per cent Per cent Per cent : Per cent . . : : : IV : 67 24 8 . 1 . : . : : : v: 70 22 5 . s : : : . : :VI: 70 20 9 : 1 . . : : : : All : : :Grades: 69 22 7 . 2 .
THE MOST APPEALING FACTOR OF THE BOOKS RECEIVING APPROVAL
: : : : : : : The Story : Characters : Learned Some-: . . : thing lier . : Orade : Per (lent t Per cent : Per cent : . . : . : IV : 49 : 36 : 15 t : . : : t : v : 45 . 41 : 14 I . . : :VI . 52 : 36 : : : . : All : . : Oradea : 49 : 38 : 13 . This concludes the description of the reading interests, pEeferences, and appraisals of thls group of children. The remainder of this chapter is a consideration of certain factors which might condition the amount and quality of children8a reading
Conditioning Factors
Intelligence. - For the purpose of making comparison6 in the amount and quality of readlng, the children were divided into three intelligence groups. The children whose
I. (2.88 were above 110 were put in the above-average in- tqlligence group. Children whose I. Q.18 were 90 - 110 were put in the average intelligence group, and children whose I. Q.18 were below 90 were put in the below-average intelligence group. According to the results of' intelligence tests (see p. 8), 34 per cent of the children were above-average in in- telligence; 52 per cent had average intelligence; and 14 per cent were below-average in intelligence. (see Table 28, p. 39) . 39
TABLE 26 PERCENTAC+E OF CHILDREN HAVING ABOVE-AVERAGE, AVERAGE, AND -W-AVERAGE IIJIPELLIGENCE BY GRADE AND SEX
: : : . : Grade IV : : Girls : Both . : a Per cent : Per cent : Per cent : : Above : . . : : Average : P : 44 . 33 : : : . . . : Average : 49 : 40 : 44 : : : : : -t Below- - - ... : : : : : Average : 30 16 : 23 : -2 : : : . : Grade V : . : : : : : : : Above : : : : Average : 33 41 : 31 : : : : : : Average : 56 : 50 . 53 . : . . . : : Below : . . I Average : 11 : 9 : 10 : : : : . : : Grade VI : . : : : : . : Above : . 32 28 : Average~ : : 23 : : : : : : : : Average- : 55 . 73 . 63 : : . : : Below : . : : Average : 13 4 . 9 . : : . ;All Grades . : a . : : Above . : : : : Average : 29 : 38 : 34 : . : . : . : Average : 53 : 51 : 62 : : : : . : : Below : : : . : Average : 18 : 11 : 14 . 40
. Since rank of intelligence le a matter of rate of learn- ing, it was not surprising that the children of average and above-average intelligence read more than the children of below-average Intelligencer The average number of books read weekly by children of below-average intelligence was .34; as compared wlth .50 and .71 books read by chfldren of average and above-average intelligence respectively. The above-average and average intelligence groups spent more time reading magazines and newspapers than the below- average intelligence group. The median number of hours spent reading magazines by the below-average intelligence group was -00 hours, as compared with ,50 and -25 hours by the above- average and average intelligence groups respectively. The median number of hours spent reading newspapers by the Below- average intelligence group was .58 hours, as compared with 1.0 hour for the above-average intelligence group and for the average intelligence group. From these results, It appears that intelligence did influence the amount of reading done by these children. (see Tables 29 - 30, p. 41). 41
TAELE 29
COMPAFUSOE OF TEE EXTEXT OF BEADING BY 'PBE DIFFERENT INTELLIGENCE GROUPS
. : : : : : . Average Number of Books Read : : :Above Average IQ : Average IQ :Below Average IQ: : :Boys Girls Both : Boys Girls J3oth:Boys Girls Both : : Grade . Number : Namber Number -: : . . . t : IV :0.3a 1.00 0.82 : 0.41 0.45 0.45:0.10 0.78 0.40 : : : : : : : V $0.32 0.71 0.52 : 0.37 0.45 0.41:0.19 0020 0.40 I t : : : VI :0076 1-20 0.96 0.58 0.84 007110.42 0.30 0.40 : : . . . - : . . . : . : All Gradea:O.46 0.91 0.71 : 0.43 0.58 0.50:0.23 0.56 0.34 :
TAPLE 30
A COMPARISON OF THE €lEADIRG OF WAZIIJES AND NEWSPAPERS BY TJB "REZ INTELLIGENCE GROUPS MeBian Number Hours Spent Weekly 1 . : : : : Magazines : Newspapers : : Group . Hours . Hours : : : i : : Above Average I.&. : 0.50 . 1.oo : : . . : : Average I. Q. . 0.25 : 1.00 : : . : : : Below-Average I.Q. : 0.00 : 0.58 . : : : 42
A comparison of the quality of the books read the three intelligence groups shaied that children of average and above-average intelligence bad a higher percentage of "approved" books on their lists than did those of below- average intelligence. The percentage of "ppproved" titles for the above-average and average Intelligence groups were 78 per cent and 84 per cent respectively, as compared with 60 per cent for the below average Intelligence group. Fram these figures, it seems that the quality of the books read was influenced by intelligence. (see Table 31 below).
IPAELE 31
COMPARISON OF THE QUALITY OF BOOKS~ READ- ~ BY TBE~__ TBREF~ INTELLIGENCE GROUPS,SROWING THE BEAN NUMBER OF cars READ WEEKLY, THE MEAN NUMBER OF APPROVED BOOKS, AND THE PERCENTAGE OF APPROVED TITLES FOR EACH GROUP
Books ; :Mean Number :Mean Number:Percentage of . Group .: Read Weekly :. "Approved":"AP13rovedn . Titles: : Above Average: : : I.&. 1 0.71 . 0.56 : 0.78 . : : : : Average I. Q.: 0.50 : 0.42 : o .a4 . . . : ; Below Average: : : . I. Q. .: 0.34 : . 0.21 : 0.60 .: An attempt mas made to determine whether certain books have a special appeal to the dull or to the bright child. A comparison mas made of books found to be most popular with pupils of the three levels of Intelligence. The five books most frequently read by the above-average, average, and below- average intelligence groups were tabulated separately. The percentage of populartty mas worked out, not only for the group tabulated, but their percentage of popularity in the other two groups was found. Reaulta showed that books popular with the above- average and the average Intelligence groups were less popular with the below-average Intelligence group. The books most popular with the below-average intelligence group shoved very little popularity with the other two groups. Host of these books were the "easy" books, and had no doubt already been read by the other two groups. (see Table 32, p. 44). 44
a 45
Sex. - The findings relative to sex as a factor in- fluencing children's reading revealed that girls read more book8 than boys, and that boys read a greater percentage of non-fiction books than girls. Of all the books read 62 per cent were read by girls, snd 38 per cent were read by boysr Of all the books read by boys, 23 per cent were non-fiction; of all the books read by girls, 16 per cent were non-flcticn. (see Tables 33 - 34 below).
TA- 33 COMPARISON OF READING DORE BY BOYS AND GIRLS
. : . The Percentage of Books Read by Grade and Sex : : : Grade : Boys Girls : : . Per cent : Per cent : z -2 : : : IV : 28 : 72 i : : : Q : 43 : 57 : : : VI 45 : 55 . . : : . : : All Grades 30 I 62 .
!Pm34 PERCENTAGE OF FICTION AND NOH-FICTION BWS READ By BOYS AND GIRIS
: : Flo tlon . lion-Fiction : : Sex Per cent Per cent : : : : : : Boys : 77 : 23 t 3 . I fflrls . 84 . 16 . 46
The reading Interests of glrls centered in anieral stories, mild adventures of children, outdoor adventures of boys and girls, and simplified biography. Boys showed a similar interest in these types except in stories about mild adventures of children in which the girls' interest was much greater than the boys'. Boys showed a greater Interest In books of science than girls. (see Table 35 below).
TABLE 35
PERCENTAGE OF' PUPILS BYHO SHOWH, AN INTEREST IEI KEADING CEFlTAIEI TYPES OF BOOKS OF FICTION AHD NOM-FICTION CLASSIFIED ACCORDI1oG TO SEX . : Fiction : Percentage Percentage : : : of Boys of Girls : : Tspe : : : : Bnba1 5tories : 65 94 : : Mild Adventures of . : : Children 1 23 104 : : Children of Other : : . Lands . 6 20 : : Fairy Tales . 17 14 : : Mystery Stories : 18 27 . : Outdoor Adventures . . Of Boys and Girls : 50 72 : : Mythology . 1 1 : : Travel Stories : 4 10 : : : : : Ron-Fiction . : : : . Type : : : : : Biography . 30 46 : : Science : 12 8 . : Travel and History : 6 7 : Arts . 7 6 . 47
The results showed little difference in tbe mdian amount of time spent weekly in reading magazines and newspapers by boys and girls, with the exception of the fourth grade boys who spent less time reading magazines than fourth grade girle. (see Tables 7 - 8, pp. 15, 16). There was little difference in the magazine prefersnaes of boys and girls except In the 8hth grade where the boys showed a preference for Boys Life, and the girls shared a preference for American Girl. (see Table 23, p. 93). From these results, it mag be assmwd that the factor, sex, did Influence the reading preferences of these children, and the amount of time spent reading books; it had little In- fluence on their magazine and newspaper readlng. (see Tables 7-8, pp. 15 - 16; Table 23, p. 33; Tables 33 - 34, p. 45; Table 35, Po 46).
Educatlonal Background. .L There was some variation in the amount of reading done by the fourth, fifth, and sixth grades. The sixth grads spent isore tlme reading books than ths fourth and fiith grades. The average amount OS the spent weekly in reading by the sixth grade was 3.0 hours, as compared with 2.2 hours and 1.7 hours by the fourth and fifth grades respectively. (see Table 6, p. 15). The sixth grade spent more the reading magazines than the fotrth and fifth grades; the median mount of time spent weekly by the sixth grade was .50 hours, as compared with .00 hours for the fourth grade and .25 hours for the fifth grade. (see Table 7, p. 15). 48
The fifth and sixth grades spent mre time reading the newspapers than the fourth grade. The median amount of time spent weekly by the fifth and sixth grades each was 1.0 hour, as compared wlth -58 hour8 by the fourth grade. (see Table 8, PI 16). Frau these figures it appears that eduoational back- Found did influence the amount of readlng done by these children. (see Tables 6 - 8, pp. 15, 16). All of the fourth grade's top-ranking five books appeared on one of the three check-lists used as a standard of critioal evaluation (see page lo), and all of the top-ranking books of the fifth and sixth grades except the Hardy Boys Series ap- peared on one of the three check-lists. There appears to be little difference ln the quality of the books read by the three grades. Therefore, it seems that educational background influenced only slightly the quality of the readlug done by thle group. (see Table 36, p. 49) 49
TABLE 36
EVALLIATI'IW-- OF THE MP RANKING FIRST FIVE BOOKS BY GRADES SHOWING-TBE-TITLES-WHICHAPPEAR ON-ORE OF 5XE THREE CHECK LISTS AS "APPROVED" BOOKS FDR - :Treasure for:Pinellas:Ghll dren's Grade IV :the Taking :Booklist:Catalogue : Black Face . X X Riding the Rails : X Pancho : X X X Rusty : X X Little Elephant- Catches : Cold : X
Grade V . - Auguatus Series X X Pecos Bill and Lightning : f X Silver Chief : X X X Mystery of Little Red : Sohoolhouse x Hardy Boys Series
Grade VI . Augustus Series X X Pecoa Bill and Lightning : I X Windy Foot at County Fair : X Invisible Island X Ldystery of Little Red I Schoolhouae t X Hardy Boys Series I 60
&. - Age was the next factor considered as an in- fluence on children's reading. A comparison was made of the reading of the over-age, average-age, and under-age children. Table 37, below, shows the ages included in each group.
TAXE 37
OROUPIXG OF CHILDRFZJ I10 DIFFEREST AGE GROUPS
: Grade : Over-age : Average-age : &der-age . t . : : . : IV : over 9 years, : 9 years to 9 : under 9 years: : 6 BIO. : years, 6 Ho. : : . : : . V : over 10 years, : 10 years to 10 : under 10 years . : 6 : years, 6 mo. . . . : : : : VI : over 11 years, : 11 years, to 11 : under 11 yeam . : 6 mo. : years, 6 mo. : : . . . . :
The average-age group and the under-age group read more books and had a higher percentage of "approved" books on their lists than the over-age group. The median amount of time spent weekly by the average-age group and the under-age group waa 2.0 hours for each group, as compared wtth 1.3 hours for the over-age group. The percentage of "approved" titles for the over-age group was 76 per cent, as compared with 83 per cent for the averagegage group, and 84 per cent for the under-age group, Thus, it appears thet age did influence the amunt and quality of reading done by this group. (see Table 38, p. 51). 51
TABLE 30
COMPARISON OF THE READING DONE BY THE OVER-AGE, AVERAGE-AGE, AND UliDER-AGE CHILDREN
: Median Aanount 3% e :Percentage of . Spent Weekly in Readinn: "Approved' Titles: 8 : : Group : Hours Per cent . : . . : Over-Age : 1.3 : 76 . : : : : Average-age : 2.0 . 03 . .. : : Under-age . 2 .O : 84 a I . .
Accessibilitg, - =or the purpose of considering accessiblllty as a factor in influenoing the reading of these chtldren, they were divided Into two groups. In one group were the children transported to and from school by bus, and in the other group were children not transported by bas. Since bus children often have less opportunity to sbit the public library and to browse in the school library after school, it was thought that their reading might be conditioned by this fact. Of the total group studied, 45 per cent ware bus chiltlr!Bn and 35 per cent were town children. The median aount of time spent weekly in reading was detewined for each group. It was found that 1.3 hours was the median amount of time spent in reading by each of the taro groups 52
To compare the quality of the reading done by bus children and the town children, one hundred lists were chosen at random frm each group, and the percentage of napprovedn books was worked out for each group. Of all the books read by the town children, 84 per cent appeared on one of the three check lists (see page lo), while 54 per cent of the books read by the bus children were "approved." Thus, it may be assumed that being transported by bus did not condition the amount of reading done by these children and had little influence on the quality of the books read. (see Table 39, below).
TABLE 39
A COMPARISON OF THE E3ADXG DOElE BY THE BUS CHILDREN AND THE TOM CHILDREN
. : Median hmount Tim e : Percenta e o . : : Spent Weekly in :'Approved' Tiftles . : : Reading : . : . t : : Group . Hours . Per cent : 8 : : t Bus Child . 1.3 54 . : . : Town Child : 1.3 : 64 . : . : :
--The Yost Convenient Source. - The school library was found to be the moat convenient source for the books read by this group of children. Of the '787 books rsad by the entire group, 84 per cent came from the school library; 6 per cent came from the public library; and 10 per cent came from other sources. (see Table 40, p. 53). 53
TABLE 40
FINDING THE MOST C0"JIENT SOURCE OF ALL "E BOOKS FEW) BY GRADES
. : ToEal lo. : Public : School :Other . : : Books Read : Library ; Library :sources : : : : : : Grade : Number : Per cent t Per cent: Per cent: : . . : : . : IV : 279 . 7 1 83 . 10 : : . : : . V : 251 . 8 . 83 . 98 . : . VI : 257 3 8 85 . 12 : : . . : : I : : . :All Grades : 787 : 6 : 84 . 10 : . : . .
Supervision. - Chlldren reported little supervision in the selection of books. Of all the books read, 82 per cent were reported read without recommendation; 14 per cent were recommended by friends; 3 per cent by class reports; 7 per cant by a teacher; and .5 per cent by the public librarian. (see Table 41, below).
TAX3 41 THE FFiRCBFITAGE OF BOOKS RECOMMEXDED BY DIFFERENT PEOPLE : :Read Without : Recommended : :Recommendation :FTlend:Class :Teacher:Public : : . . :Report : :Librarian : : . : Per : Per : Per : Per : : Grade : Per cent : cent : cent : cent : cent . . IV 80 :14:4 : 1: 1 : v . 89 : 9:2: 0: 0 . : VI 78 :18:3 : 1: 0 . : All Grades : 82 . 4:3 : 0.7: 0.5 54
Movies --and Radio. - Are the movies and radio taking the place of reading, or are they stlmulatlng children to read more? An attempt was made in this study to find what influence the movies and radio might have had on the amount and quality of the reading done by this group of children. The influence of movies was considered first. The read- ing pscorcls of children who attended movies rrequently were compared with the reading records of children who attended movies infrequently. Data on movie attendance was obtained from the questionnaires (see Appendix, p. 78 ). The median weekly attendance for the group was one time weekly. Of the entire group, 4 per cent reported attendance as three times or more weekly; 10 per cent reported two times weekly; 82 per cent reported "scanetimes" or one time weekly; 4 per cent reported that they never attended movies. The reading records of the group reporting attendance at the movies two or more times weekly were compared with the ii reading records of the group reporting attendance less than two tinea weekly. The median amount of time spent reading books by the "movie" group was 1.3 hours, as compared with 2.2 houre for the group attending movies less frequently. In canparing the quality of the books read by the two groups, it was found that the percentage of "approved" titles for the "movie" group was 86 per cent, as ccaupared with 82 per cent for the group attending movies less frequently. These figures reveal that the "movie" group read fewer 55 books, but had a higher percentage of 'approved' titles than the group who attended movies infrequently. However* the difference was small. (see Table 42, below).
TABLE 42 COMPARISON OF THE READING OF THE MOVIE GROUP WITH THE FBADIND OF THE GROUP ATlXHBIHG MOVIES INFREQUEETTKY
: P : : : : Median Amount The:Percentage of : : : Spent Weekly In :"Approved" : .: .: Reading : Titles :. : Group : Hours . Per cent : . : : : : Attending movies . . : : two or more times : . : : weekly . 1.3 : 06 : : . : ; Attending movies : . : : less than two . . : : times weekly : 2.2 : 82 .
The influence of radio listening was the next factor considered. Data from the questionnaires (see Appendix, p. 78) revealed that the median amount of tlme apent weekly by the entire group in listening to the radio was four hours. A comparison was made of the reading recorda of the group spending more than three hours weekly in listening to the radio with the reading records of the group spending three hours or lees weekly in listening to the radio. Of the entire group 54 per cent reported that they spent more than three hours nee)rly in listening to the radio; 46 per cent reported that they spent three hours or leas weekly In 56 listening to the radio. !Phe median amount of time spent weekly in reading by each of these two groups was found to be 2.0 hours. Of all the titles appearing on the reading recorda of the group spending more than three hours weekly in listening to the radio, 85 per cent were "approved," as compared with 7"1 per cent of the titles appearing on the reading records of the group spending three hours or less weekly in listening to the radio. From these results it appears that radio listening had no influence on the amount of reading done by these children, and that the quality of the books was only slightly lnfluenced by radio listening. (see Table 43, below).
TAHCE 43
COMPARISON OF TBE FfEADING OF WO GROUPS OF RADIO LISTEWERS
: . : : : Median Amount Tlme:Percentage of : : : Spent Weekly in :"Approved" : . : Reading : Titles . : : 3 1 Group : Hours : Per cent . : . 8 : Listening more than : 2 . 85 : : three hours weekly : 1 : : : : : : Listening three hours : : : : or less weekly : 2 : 77 : . t . f
Data revealed that the children's radio preference centered in comedy and exciting program. There was little 57 difference in the preferences of the three grades. (see Table 44 below) .
TABLE 44
FAVORITE RADIO PROGRAMS IN ORDER OF PREFERENCE BY GRADE Qrade IV Grade V Sky King sky Archie Andrews Challenge of the Yukon Jack Armstrong Jack Armstrong Blondie and Dagwood Fat Man Date with Judy Date with Judy Challenge of the Yukon Stop the Music Superman
mondie ana Dagwood Challenge of the Yukon SkS King Fat Man Stop the Music Let's Pretend Date with Judy
This concludes the part of this study which was an adaptation of Clearg*sl study. In Chapter IV, additional factors will be considered in an effort to discover what Influence they might have had on the amount and quality of reading done by this group of children.
1. Cleary, 58
CHAPTER IV
ANALYSIS OF FURTHER DATA
Conditioning Factors
It was believed that the reading of this group of children might have been influenced by such factors as: being a tourist, Interest in hobbies, reading attainment, arithmetic attainment, group status, educational status of parents, interest in the "aomics," apace in the school-building, and play-yard space, Tourist Children. - How does the reading of children who remain in a school for a short period of time compare with the reading of children who remain in the school for the entire term? In an attempt to answer tbis question, a comparison was made of the reading records of tourist children and "permanent" children. Results showed that the median amount of the spent weekly in reading by each of these two groups vas 1.3 hours. Of all the titles reported by the tourist children, 76 per cent were "approved", as compared with 82 per cent of the titles appearing on the reading records of the "pecmanent" children.
Therefore, it seem safe to assme that being a touriat had little Influence on the reading of these children. (see Table 45, p. 59). 59
TABLE: 45
COKPARISON OF THE READING OF THE TOURIST CHILDREH A?JD THE "PERMANENT" CHILDW
.! t I : : : Median Amount Tbe : Percentage of : : : Spent Weekly in : "Approved" . I : Reading : Titles : . : : : Group . Hours : Per cent : . : . : Tourist Children : 1.3 : 76 : : : : "Permanent" : : : Children : 1.3 : 82 .
Hobbies. - The next factor considered was hobbies. An attempt was made to discover whether children rho are Interested in hobbies read more than the children who are not interested in hobbies, and also to discover whether an interest in hobbies Influences the quality of children's reading. Of the entire group, 65 per cent reported an interest in hobbies; 35 per cent reported that they had no hobbies, The median amount of time spent weekly In reading by the group having hobbies was 2.0 hours, as colnpared with 1.3 hours for the group not having hobbies. The percentage of "approved" titles for the group Interested in hobbles was 84 per cent, as campared with 81 per cent for the group not Interested In hobbles. From these figures, it seems that the children's interest in hobbies influenced the amount and quality of their reading. 60
(see Table 46 below).
TABLE 46
COMPARISON OF TBE KEADING OF CHILDRFN INTEKBSTED IN HOBBIES WITH THE REDING OF CHILDREN NOT INTERESTED IN HOBBIES
: : Median Amount Time : Percentage of . . : Spent Weekly in : "Approved" : Reading : Titles : : : . . Group Per cent . Hours . : Interested in . : . hobbies : 2 .O . 84 : : . : : Bot interested . : : in hobbies : 1.3 81 .
Reading Attainment. - The vocabulary attainment of 63 per cent of the entire group was grade level or above; 37 per cent were below grade level. Comprehension attainment for 66 per cent of the children was grade level or above; 34 per cent were below grade level. The median mount of time spent weekly in reading by the group whose vocabulary attainment was grade level or above was 2.0 hours, as compared with 1.8 hours for the group whose attainment was below grade level. Of all the titles appearing on the reading records of children whose vocabulary attainment was grade level or above, 81 per cent were "approved," as compared with 87 per cent of the 61 titles reported by the group whose attalnment was below grade level Prom these figures it seems that vocabulary attainment did influence the reading of these children. (see Table 47, p. 61) The median amount of time spent weekly ln reading by the group whose comprehension attainment was grade level or above was 2.0 hours, as compared with .64 hours for the group whose comprehension attainment was below grade level. The percentage of "approved" titles for the group whose comprehenaica attainment was grade level or above was 81 per cent, as oompared with 87 per cent for the group whose attain- ment was below grade level. It appears from these results that comprehension attaln- nent had even greater influence on the children's reading than vocabulary attainment. (see Table 40, p. 62).
TABLE 4'7
COHPARISON OF THE READING OF CHILDm WHOSE VOCABULARY ATTAIEbiENT WAS GRADE LEVEL OR ABOVE WITH TKE RFADING OF CHILDREN WHOSE ATTAINMENT WAS BELOW GRADE LEVEL
. : : Median Amount Time : Percentage of . . : Spent Weekly in : "Approved" I : Reading : Titles : . . Group : Hours : . Per cent . : Grade level or . . . : above . 2 .o : 81 . . : 2 : Below grade level : 1.3 85 . 62
TABLE 48
COMPARISON OF TRE READING OF CHILDHEN BVHOSE COMPREHEHSION ATTAINMEBT WAS GRADE LEVEL OR ABOVE WITH THE RE4DING OF CHILDREN WHOSE ATTAINYIENT WAS BELOW GRADE LEVa
: : . : Median Amount The : Percentage Of : I : Spent Weekly in : “Approved’ : . Rea- : Titles : . . : . Group : Hours : Per cent : . : : Grade level or : 2.00 . 81 : above . : : : Below grade level : 064 : 87 : : : :
Aritbmetia Attainment. = In arlthmetio attainment, 64 per cent of the enthe group were grade level or above; 56 per cent were below grade level. The reading recorda of these two groups were cornparad a8 to amount and quality. The median amount of the spent reading weekly by the group whose attalnment in aritbetic was grade level or above was 2.0 hours, as compared with 1.3 houra for the group Who36 attainment was below grade level. w percentage of ‘approved” titles for the group whose attainment in arithmetic was grade level or above was 81 per cent, as compared with 87 per cent for the group whose attainment was below grade level. It mens safe to assame that arithmetic attainment did influence the amount and quality of reading of these children. 63
(see Table 49, below).
TABLE 49
COMPBRISON OF THE WINGOF CHILDREET WHOSE ARITHMETIC ATTAINKE"P WAS GBADE LEVEL OR ABOVE WITH THE READING OF CHILDREN VaTiOSE ATTAINMENT WAS BELOW GRADE LEVEL
: : :Median Amount Time :Percentage of : : Spent Weekly in :"Approved" : : Reading :TI tles : : : : : Group Hours i Per cent . . . : :Grade level or above : 2*0 81 . : . : :Below grade level 1.3 . 87 .
Group Status. - Does the child who is not accepted by his group withdraw with a book, or does he show leas interest in reading than the socially adjusted child? In an attempt to 8nswer tbis question, the reading records of children who were chosen by at least three members of the class as a friend were compared with the reading recolds of the children who were chosen by less than three members of ths class as a friend. Of the entire group, 48 per cent were chosen by three or more members of the class as friends; 52 per cent were chosen by leas then three members of the class as friends. The median amount of time spent weekly in reading by each of these two groups was found to be 1.3 hours. 64
The percentage of "approved" titles for the group who were chosen by as many as three members of the class wa8 80 per cent, as compared with 83 per cent for the gmupnot chosen by as many as three members of the class. These results reveal very little difference in the amount and quality of reading done by the two groups. Therefore, it appears that group status had little influence on the reading of tbis group of children. (see Table 50, below).
TABLE 50
COMPARISON OF THE READIKG OF CHILDREN WHO WEXB ACCEPTED BY TBE GROUP WITH THE: READING OF CHILDREN WHO WERE NOT ACCEPTED BY THE GROUP
: . . . : Median Amount Time : Percentage of : : Spent Weekly in : "Approved" : . Reading : Titles . . : : Group . Hours 1 Per cent : : . : : Accepted by the : . . : group : 1-3 80 : .* . : Not ECCept8d b3' : : : the group : 1.3 83 :
Educational Status -of Parents. - To discover whether the educational status of parents might conditian the amomt and quality of children's reading, the children were divided into two groups. 'phe children whose parents' educational career was tenth grade or higher were put in one group, and the children whose parents did not reach tenth grade were put In another groupb 65
Of the entire group, 64 per cent had parents whose edu- catiglal career was tenth grade or higher; 36 per cent had parents rho did not reach tenth grade. The median amount of time spentweeklg in reading by the group whose parents reached tenth grade or higher was 2.0 hours, a8 compared with 1.3 hours for the group whose parents did not reach tenth grade. The percentage of "approved" titles for each of these two groups was 81 per cent. These figures show that the group whoee parents reached tenth grade or higher read more than the group whose parents did not reach tenth grade, but there was no difference in the percentage of "approved" titles. It seems that this factor, . educatlanal status of parents, had sox8 influence on the amount of reading, but had no influence on the quality of reading. (see Table 51, below). TAW 51 COMPARISON OF' TBE READING OF CHILDREN WHOSE PAKENTS' EDUCATIONAL CAFLEZR WAS TEWTH GRADE OR HIGHER WITH TEE REaDING OF CHILD€BN YFHOSE PAIIENTS DID NOT REACH TE"l'H GRADE . . : :Median Amount T1me:Percentage of: : :Spent Weekly in :"Approved" : :. Read%= : Titles .: .: Group . Hour8 .: Per cent : :Having parent8 whose edu- : . :cational career was tenth : . :grade or higher . 2 .O : 81 : : . . :Having parents whose edu- : : . :cational career was below : : :tenth made . 1.3 : 81 : 66
Comics. - An attempt was made to evaluate the effect of children's Interest in "comics" on their reading Interests. On the questionnaires (see Appendix, page 78 ) ninety- six different "comic" books were mentioned as favorites, and fifty-six different "comic" strips were mentioned as favorites. Of the entire group 77 per cent reported reading "comlc" books regularly. Of the remaining 23 per cent, only six children reported that they never read the "comics." The Reasons given for liking certain "comics" were: "Because they are funny"; "They have easy words"; "I like to see how they get out of trouble"; "They have lots of act1on";"They keep you in suspense. n The lists of the most frequently mentioned "comic books" and "cwic" strips reveal that the children's Interests centered In the funny and exciting ones. (see Tables 52 - 53, pp.67, 68). It is noted that these preferred "comic" books and "comic" strips have the same characteristics as the preferred radio programs (see Table 44, p 57), and many of the books for which the children showed a preference (see Table 18, p.
25), such as excitement, adventure, mystery, and hwnor. 67
TABLE 52
FAVORITE "COMIC" BOOKS IN ORDER OF PRETJ3REWCE By GRADE
Grade IV Donald Duck Mickey Mouse Roy Rogers Superman Bugs Bmny Archie Andrew8 Mighty Mouse Blondle and Dagwood Nancy Gene Autry
Grade V Donald Duck Roy Rogers Looney Tunes Bugs Bunny Archie Andrevs Mickey House Captain Marvel Gene Autry Superman Wonder Woman
Grade VI Donald Duck Bugs Bunny Roy Rogers Mickey Mouse Batman Blondle and Dagwood Superman 68
TABLE 53
FAVORITE nCOMICn STRIPS IN ORDER OF PREFEREElcE BY GRADE
Qrade IV J3londle and Dagwood Dick Tracy Nancy Danny Hale Boots and Her Buddles Donald Duck Tarzan ..
Grade V Blondie and Damood- LNnny Hale =ley Oop Boots and Her Buddles Dick Tracy Donald Duck Little Orphan Annie
Grade VI Blondle and Dagvood Danny Hale Alley oop Boots and Her Buddiea Dick Tracy lancy
To discover whether the reading of ncomicn books might influence the mount and quality of children's reading, the reading records of chilaren who reported on the questionnairee (see Appendix, page 78 ) that they read as many %a three "code' books regularly were compared with the reading recorda of 69
children who reported that they read "comic" books only occaasionally or never, It was found that the median aaouat of time spent weekly in reading by the group who read "comic" books regularly was 1.3 hours a8 compared with 2.0 hours for the group who reaU ncomic" books only occasionally or never, The percentage of "approved" titles for the group read- ing wc~icnbooks regularly was 80 per cent, as compared with 85 per cent for the group who read "comic" books only occasion- ally or never* From these results it aeems that reading "comic" books did influence the amount and quality of these children's read-
ing. (see Table 54, below). r TABLE 54 COMPARISON OF THE READING OF CHILDREN WHO READ "COMIC" BOOKS FEGULARLY WITEI THE READING OF CIIILDRW WHO READ "COMIC" BOOKS OCCASIOIiALLY OR HEVER
; . . . : : Median Amount The :Percentage of : : : Spent Weekly in : "Approved" . : : Reading : Titles : . : : . Group . HOW8 I Per cent : . : : : Read "comic1' book8 : : . . regularly 1.3 80 . : : : : : Read "comic" books : . : : occasionally or : : . : never . 2.0 . 85 . . . : 70
Space --in the School-Building -and Play-Yard Space. m Even though there are no figures to reveal the Influence that Crowded conditions in the school-bnilding and limited plsy-yard apace might have had on these children's reading, it is believed from teacner observation and experience that these factors Illight have conditioned the reading of tNs group of children. It is believed that the results of this study were affected by the lack of an attractive library with an effective arrangement of books, magazines, audio-slsual aids, and games; the lack or an auditorium in which to present group programs and story dramatizations; the lack of a cafeteria where children might have spent mrt of their lunch hour Instead of spending the entire lunah hour In a crowded classroom; the lack of adequate classroom space which limited the freedom the children should have had; and the lack of adequate play-ground space which made It necessary for groups to have separate rece~s periods, thus disturbing those classes in session. Therefore, it aems fair to assume that the reading of this group of children was influenced by these conditione in the school-building and on the play-yard. CHBPTER v
CONCLUSIONS AND UdPLICATIONS
Conclusions
Much more fiction waa read by boys and girls in all three gradea than non-ffction. Biography of the story-type was the most popular type of non-fiction in dl three grades. Boys read a higher percentage of non-fiction books than girls except in the fourth grade where the percentage waa the same. ffirls apent more the reading booka than boys. Newspapers and magazines, other than "cmios", were not read extensively by either boys or girls. Extenaive "cdo" book reading was reported. These booka were read for their humor and excite- r ment. Few classics were reported by the entire group, The two moat popular types of books were stories of adventure, and stories about dogs and horses, thus indicating a limited range of interest, Preferencea for certain types of radio pFograms were similar to preferences for certain types of booka, and showed a slmilar limited range of Interest, Children of the three gradea showed a preference for many of the same books, thus revealing a lack of growth an8 discrimination in reading. The books most frequently read during the period in which the record was keptmag be called standard or "approved" for children. There were indications that the unapproved books were inaocesaible since most of theae books came from the public 72 library. The populaljity of the Hardy Boys Series indicates that many books on t+ 'approved' lists are not necessarily the ones in which childrgn are intersetea. The children's /appraisals of the books read revealed that they read only those books which were enjoyed. If a book was started which wasn't enjoyed, it was never finished. The school libqary vas the most convenient source for the I books read, thus indpI oating that the library was restricted in range, and that there was an insufficient variety of easy, free reading material. The children might have read a greater variety of books had they been accessible. A high percentage of the children reported that the books were read without reconnnendationa; however, many of these books were probably recomaended to the children indirectly without their being conscious of it. Factors which appeared to influence the reading done by this group of children were: intelligence, sex, age, educational background, interest ln hobbies, interest in *coaica", reading attainment, arithmetic attainment, educational status of parents, space in the sehool-building, and play-yard space. Bow- ever, it is probably the interaction of many interrelated factors which condition a child's reading, rather than the in- fluence of any single factor. Factors which did not appear to influence the reading done by these children were: transportation by bus, movie attendance, radio listening, group status, and being a tourist. It is realized that the results of this study do not 73
prove CQlcluSipely that any single factor influences a child's reading* It would be necessary to Include many more children, and to extend the study over a much longer period of the in order for the figures to have any real significance. However, perhaps the real value of a study of this kind lies in the information gained about the individual child. It is generally recognized that teachers do not know enough about the children whom they teach. It would be impossible to conduct a study of this kind without gaining much infomation about the individual child. This results in an Improved relationship between the teacher and the child. An Improve relationship leads to more effective guidance.
Implications
The findings in this study have revealed a need of widen- ing these children's interests in all types of stories. Super- vision should be attempted toward this end. The reading of books about dogs and horses, for which these children so strongly showed a preference, should not be discouraged, but a sustaining interest in all kinds of books, such as travel, history, children of other lands, science, arts, and mythology should be attained by every child. The narrow range of Interest izidicates a narrow range of experience; therefore, there is a need ror more audio-vlsual aids, games, trips, music, workshops, crafts, gardening, space in the school-building, and play-yard space. If these were =de 74
available by the teachers, the school, and the community, the experience derived therefrom might be a basis for discrhination and grorth in range of interest through the grades. Growth in reading more difficult material is also nec- essary; this study shored there was little growth. Perhaps if the teacher and children kept records on cards of the indi- vidual's reading throughout these three grades, the teacher could better guide this development. If such a record were kept throughout the twelve years, perhaps the reading of the individual could be developed so that it would carry over to the adult years. The moviea, the radio, and the "comicsn, in which these children showed a tremendous interest, should not be ignored, but should be made to function constructively toward the further development of the child. The conclusion of a study makes one conscious of other problems. There is need for further study to determine the influence that health and home atability might have on a child's reading, and the influence that reading might have on the personality of the child. 75
Brown, Francis J. The sociolo of Childhood. New York: Prentice Hall79+- Bruner, Herbert B. "Determlnlng Basic Reading Materials Through a Study of Children's Interests and Adult Judgments," Teachers -College -Record, XXV (1928-29), 285 - 309. Cleary, Florence D. "Why Children Read," Wilson Libra- Bulletin, XIV (October, 1939) , 119-126. Colburn, Evangeline. "A Devise for Stimulating Reading Interests," Elementary School Journal, XLIV (1943-44), 539 - 541. Elseaberg, Azriel I,. Children and Radio Programs. New York: Columbia Univers'ity Press79- Gay, Roger C. "A Teacher Reads the Comics,' Harvard Edu- cational Review, VI1 (March, 1937), 198 @uilfoile, Elizabeth. "Developing the Reading Interests or children ," Elementary English ReviewL XX 0943), 279 - 1 2860 Hill, George E., and Trent, M. Estelle. "Children's Interest in Comlc Strips," Journal -of Edueational Research, XXIV (September, 1940) Jordan, Arthur Melville. phildren's Interest in Read1 . Chaw1 Hill. North Carolina: Unive r s ityTfdca rolina Press, 1926; llatlonal Society for the Study of Education, A Re rt of the matianal Committee on Roai . ~entp-~~uid%a~~ Part I. Blomlngtoz as:Publio School Publishing CO., 1925. National Society for the Study of Education. !l!he Teachin of Readfn : A Seccmd Re rt. Thirty-sirth-adaz dodig- rf"l-no 8: Public School Publiehing COO, 1937. Putnrua, Ruth A. "Cultivating a Taste for ETon-Fictim," Elementary English Review, XVIII (1941), 228 - 229.
Star?_____ BT__ the___ Division-~ ___. of.~ Child- ~ Develoment ~ and Teacher Personnel* Teachers Understand Chiidren. Washington: Council on Sducation, 1943. '76
Termin, L. M., and Lima, M., Children's Reading. Hew Yo&: D. Appleton, 1931. Thorndike, Robert L., and Henry, Florence. nDifferences In Reading Interests Related to Differences in Sex and Intelligence Level," Elelnentary School Journal, XL (June, 1946) 751 - 763. Wtttg, Paul. "Reading the Camice - A COmparatfV8 Study," Journal -of Experlmental Education, X (1941-42), 105 -109. Witty, Paul. *Children's Interest in Reading the Comics," Journal -of Experimental Education, X (194142), 100-104. 77
I. Iby READING KECORD
Name Grade Date Title of Book Author
I A. How Well Did You Like the Book? Check (x) One of the Following: 1. The book was very good. 2. I liked the book. 3. I read the book again. 4. I did not like the book. B. If You Did Like the Book, Why Did You Like It? Check (FOne of the Followhg: 1. I liked the story 2. I liked the people in the story. 3. I learned something new. C. If You Did Not Like the Book, Why Did You Wet Like It? Check (x) One of the Following: 1. It was not exciting. 2. The people were not interesting. 3. It was too hard to read. 4. I do not like that kind of story. D. Why Did You Read the Book? Check (x) One of the Following: 1. A friend told me it was a good book. 2. The lady in the public library said she thought I would enjoy it. 3. My teacher said she thought I would like it. 4. Sbme one told about it in class which made me want to read it. 5. Bo one told me about it. E. Where Did You Get the Book? Check (x) One of the Following: 1. From the Bchool library 2. From the public library . 3. From some other place 78
11. QUESTIONNAIRE Used As Basis For an Interview
Name Grade Date A. Magazines 1. What are your favorite Magazines? Name two
2. Which magazines do you read regularly?
3. How many hours a week do you spend reading magazim s? B. Newspapers I. Which part of the newspaper do you like best?
2. Which part do you like second-best?
3. How much time do you spend readlng the newspapers?
C. Comic Books -or Magazines 1. What comic books do you like best? Name not more than two.
2. Why do you like these best? 79
3. How much time do you spend reading comic books?
Comic Strips _I_ 1. What comic strips do you like best? Name not more than three .
2. Whp do you like these best?
E. Hobbies
1. Do you have any hobbies? Ye 8 i No . Name them.
2. How much time do you spend on your hobbies?
1. Do you ever go to the movies? Check (x) one of the following: a. never bo sometimes C. regularly - How many times a week do you go?
1. Do you ever listen to the radio? Check (x) one of the following: a. never bo Sometimes C. listen to certain programs all the time 2. What is your favorite program?
3. How much time do you spend listening to the radio?