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FLORIDA STATE Umvwsity 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.
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