Series Books: an Exploration of Middle School Students’ and Teachers’ Perceptions

Series Books: An Exploration of Middle School Students’ and Teachers’ Perceptions

Kari Jennifer Rakas

A Thesis

Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of

MASTER OF EDUCATION

August 2009

Committee:

Dr. Cindy Hendricks, Advisor

Dr. Nancy Fordham

Dr. John Sorg

ABSTRACT

Dr. Cindy Hendricks, Advisor

Series books have been the favorites of young readers since the early 1900s. Since this time, series books have dominated the publishing industry and have created worldwide fervor over their characters, plots, and settings. These books have been the center of a great deal of controversy; many are quick to dismiss the value of series books, while others find great value between their covers.

This study examined middle-grade students’ and teachers’ perceptions of series books.

Students in fifth through eighth grades were surveyed, and select students (those who identified themselves as active readers of series books) were individually interviewed. Interviews with students focused on general reading habits as well as on student habits and beliefs regarding series books. The teachers of these students were also interviewed in an attempt to shed light on their perceptions of series reading and series readers. Data from student surveys, student interviews, and teacher interviews were collected and analyzed.

iii

ACKNOWLEDGEMENTS

First and foremost, my sincere thanks to Dr. Cindy Hendricks for her incredible guidance and support throughout this experience. My thanks extend to Dr. John Sorg and Dr. Nancy

Fordham as well for their input and encouragement. Additionally, I’d like to thank Jake, my family, and the BGSU Reading Program GAs, all of whom kept me afloat during grad school.

TABLE OF CONTENTS

Page

CHAPTER I. INTRODUCTION ...... 1

Statement of the Problem ...... 2

Research Question ...... 2

Rationale...... 2

Definitions of Terms ...... 3

Limitations ...... 3

CHAPTER II. REVIEW OF LITERATURE ...... 4

Series Books: A History ...... 4

Edward Stratemeyer...... 7

Other Authors ...... 8

Series Books: Criticism ...... 9

Series Books: A Modern Perspective ...... 10

Reading Habits and Choices...... 12

Theoretical Orientation ...... 13

Summary ...... 15

CHAPTER III. METHODS AND PROCEDURES ...... 17

Methods ...... 17

Research Design ...... 15

Participants ...... 17

Instrumentation ...... 18

Procedures...... 19

Data Collection ...... 20

Data Analysis ...... 21

Summary...... 21

CHAPTER IV. DATA ANALYSIS AND DISCUSSION OF RESULTS ...... 22

Data Analysis ...... 22

General Surveys ...... 22

Fifth Grade General Survey...... 22

Sixth Grade General Survey ...... 23

Seventh Grade General Survey...... 24

Eighth Grade General Survey...... 25

Student and Teacher Interviews ...... 26

Fifth Grade Student Interviews...... 26

Fifth Grade Teacher Interview...... 29

Sixth Grade Student Interviews...... 31

Sixth Grade Teacher Interview...... 34

Seventh Grade Student Interviews...... 35

Seventh Grade Teacher Interview ...... 38

Eighth Grade Student Interviews...... 39

Eighth Grade Teacher Interview...... 42

Discussion of Results ...... 44

Summary ...... 46

CHAPTER V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ...... 48

Summary...... 48

Conclusions...... 49

Recommendations...... 52

For Teachers ...... 52

For Further Study...... 53

Summary...... 54

REFERENCES ...... 56

APPENDICES ...... 60

APPENDIX A. GENERAL STUDENT SURVEY...... 60

APPENDIX B. STUDENT SEMI-STRUCTURED INTERVIEW ...... 62

APPENDIX C. TEACHER SEMI-STRUCTURED INTERVIEW ...... 65

APPENDIX D. TEACHER CONSENT FORM ...... 67

APPENDIX E. PARAGRAPH READ TO STUDENTS PRIOR TO SURVEY ...... 69

APPENDIX F. PARENT CONSENT FORM ...... 71

APPENDIX G. STUDENT CONSENT FORM ...... 73

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LIST OF TABLES

Table Page

1 Fifth Grade Survey Results...... 23

2 Sixth Grade Survey Results...... 24

3 Seventh Grade Survey Results...... 25

4 Eighth Grade Survey Results...... 26

5 Series Books by Grade and Gender...... 50

CHAPTER I. INTRODUCTION

In recent years, the hugely popular Harry Potter series has put children's series books in the reading spotlight. The release of each book in the Harry Potter series elicited excitement and fervor previously unseen in the literary world. With each new release came highly publicized book parties, countless fan websites, and veritable media frenzy. While the Harry Potter series has now drawn to a close, the relatively new Twilight series is currently gathering a rabid teenaged fan-base of its own.

While the intense popularity of series in mainstream media may be a relatively recent phenomenon, series books aimed at children and/or young adult readers are not new to world of literature. In the early to mid 1900s, Edward Stratemeyer (and his vast collection of ghostwriters) was responsible for the creation of many classic series for children, including the Rover Boys series, the Bobbsey Twins series, the Hardy Boys series, and the Nancy Drew series (to name only a few) (Billman, 1986). The market for series books has only grown since this time; relatively recent bestseller series include Ann M. Martin’s Baby-Sitters Club and R. L. Stine’s

Goosebumps.

In an attempt to understand the impact of series books on young readers, a fair amount of study and research has been conducted on series materials themselves. Little research, however, has involved the readers of these books. This study has attempted to shed light on middle-grade readers’ and teachers’ perceptions of series books. It was hoped that, through this thesis, the habits and characteristics of both students and teachers as related to series books could be better understood and utilized to maximize student reading achievement.

Statement of the Problem

While a fair amount of research has been conducted on series books and their impact on the literary world, little is known about the readers of these materials. This presents a problem for reading educators: how can the potentially unique needs of the readers of series books be met if little to nothing is known about them? This study has attempted to address this issue by uncovering middle-grade students’ and teachers’ perceptions of series books.

Research Question

To better address the reading needs of middle grade readers of series books, this study has examined the perceptions of series book readers and their teachers by exploring the habits and characteristics of these readers. What type of student reader generally reads series materials?

How do these students approach and interact with these books? The overarching research question for this investigation was, “What are middle school students’ and teachers’ perceptions of series books?”

Rationale

As previously mentioned, the habits and characteristics of readers of series materials is a topic relatively untouched by the educational research community. In the spirit of said community, which has in recent years “become increasingly aware of the complexity of reading development and instruction” (Gambrell, Malloy & Mazzoni, 2007, p. 13), this study aimed to uncover information that may be potentially beneficial for the teachers of middle-grade readers.

Additionally, since “series books outrank other books in popularity and have done so consistently since the publication of the first Rover Boys book” (Ross, 1995, p. 215), it is more than likely that middle-grade reading teachers (those who will likely benefit from any information this study presents) will have series readers in their classrooms.

Definition of Terms

The following terms will be used throughout this thesis; definitions are provided for clarification.

1. Series: “...books written by one author (either an actual person using his or her

own name or a pseudonym, or a syndicate, such as that of Edward Stratemeyer,

producing books under the name of a single non-existent author), involving the

same major characters – heroes, friends, parents, villains – in a successive series

of actions, scenes, and situations, each complete in itself but continuing the

adventures of the major characters” (Deane, 1991, p. 4).

2. Pleasure Reading: Reading done purely for aesthetic enjoyment or pleasure.

3. Middle Grade Readers: Readers currently enrolled in grades four through nine.

Limitations

This study was designed to examine middle grade students’ and teachers’ perceptions of series books. Students from across Northwest Ohio were chosen to participate in a survey, and select students (as well as their teachers) were then chosen to participate in a more detailed interview. This study was geographically limited, as only students from suburban Northwest

Ohio schools were chosen to participate. Additionally, a limited number of students (due to limited consent form returns) were asked to participate in the interview process. This study reflects only the perceptions, habits, and characteristics of these students and their teachers.

CHAPTER II. REVIEW OF LITERATURE

Little is known about the readers of series books. Significant research has been conducted on readers in general, and series books themselves, but readers of series books are still relatively untouched by formal research. Who are the readers of series books in the middle grades, and how do these readers approach, interact, and respond to these materials? The purpose of this investigation was to answer the research question, “What are middle school students’ and teachers’ perceptions of series books?” This section examines what has been previously written on several topics relevant to this thesis.

Series Books: A History

While it is unknown when the first series book came into existence, two series are commonly thought to be the first put into publication. The first, series written by Horatio Alger,

Jr. and first published in the 1860s, featured formulaic stories focusing on young, poor boys and their quests for better lives (Roach & Roach, 2004). Each of the Horatio Alger stories (which featured titles such as Ragged Dick and Jed, The Poor House Boy) had a moral lesson embedded within the story; the boy protagonists would generally only find wealth and/or success by displaying traits such as honesty, reliability, etc (Nackenoff, 1992).

Like the Horatio Alger, Jr. books, “Penny Dreadful” books were written and published primarily for an audience of young boys (Dunae, 1979). Printed in the mid to late 1800s, Penny

Dreadfuls generally featured tales of average boys leaving their average jobs for sensational adventures. At the height of their popularity, Penny Dreadfuls received a great deal of criticism.

Many alleged that these books “encouraged anti-social attitudes and criminal behavior in the young” (Dunae, p. 1).

While Horatio Alger and Penny Dreadful stories were aimed primarily at boys, one author sought to engage female readers as well. Martha Finley's Elsie Dinsmore, published in

1867, is commonly thought to be the first series ever written specifically for female children

(Deane, 1991, p. 7). At a time when books were not generally written solely for girls, Finley's series featured stories based around moral lessons geared towards enriching the minds of their young readers (Deane).

Elsie Dinsmore may not have seen much popularity, but she certainly started a trend. In

1899, Edward Stratemeyer published the first in series he would call the Rover Boys (Billman,

1986). Stratemeyer wrote the Rover Boys under the pen name “Arthur M. Winfield”, which began a long tradition of false names used as authors for Stratemeyer's series. While Stratemeyer wrote his first offerings by hand, the demand for series books rose so quickly that countless authors were contracted to write up Stratemeyer's various ideas (Billman).

Thanks to the Stratemeyer syndicate (“syndicate” referring to Stratemeyer and his stable of writers), series books were in high demand in the early to mid 1900s. The Rover Boys series was a hit, selling five million copies by 1930 (Billman, 1986). Stratemeyer's more famous titles, such as the Hardy Boys, Bobbsey Twins, and Nancy Drew (all of which were again written by a handful of ghostwriters), sold well into the millions (and continue to do so to this day, thanks to their modern, updated versions).

The popularity of series books has remained unquestioned throughout the late 20th and early 21st centuries. Ann M. Martin's Baby-Sitters Club series, written by Martin and a collection of ghostwriters, was wildly popular in the late 1980s and early 1990s. This series spawned the spin-off “Baby-Sitters Little Sisters,” and together the two series comprise over 150 titles

(Saltman, 1991, p. 23). These series alone have sold more than 100 million copies to date

(Saltman).

R. L. Stine, author of the Goosebumps and Fear Street series, dominated the market for series reading in the mid-1990s. While the typical children's bestseller at the time could expect to sell 150,000 copies (Greenlee, Monson, & Taylor, 1996), Stine's Scholastic publishers reported his sales at four million copies per month (Stelter, 2008). Stine's success with Goosebumps created marketing and branding that went beyond the books themselves. During the height of

Goosebumps popularity, one could purchase a “Goosebumps chocolate Advent calendar, a toothbrush holder, [and] a box of Count Chocula cereal with a Goosebumps logo” (Stelter).

While the popularity of these series is unquestionable, no series has ever come close to the popularity of the relatively recent Harry Potter series, written by J. K. Rowling. Within the first 24 hours of the release of the last book of the series (Harry Potter and the Deathly Hallows)

Scholastic publishing reported 8.3 million books sold in the United States alone (Bialik, 2007).

This surpassed sales figures from the first day of sales for the previous book in the series, Harry

Potter and the Order of the Phoenix, which sold 6.9 million copies in its first day (Hoffman &

Fineman, 2007). Since 1997, the Harry Potter series has sold 400 million copies worldwide, making it by far the best selling children's series on record (Hoffman & Fineman).

Like many series before it, Harry Potter's popularity extends well beyond the covers of his seven best-selling books. The Harry Potter movie franchise, controlled by Warner Brothers

Incorporated, grossed $974 million at the box office after the release of the first movie in the series, leading economists to believe that the Harry Potter brand of movies and merchandise

(without figuring in the sales of the books themselves) is worth tens of billions of dollars

(BusinessWeek, 2007).

Edward Stratemeyer

Series fiction owes much of its popularity (and notoriety) to Edward Stratemeyer. Born in

1862, Stratemeyer spent his youth reading stories of Horatio Alger, one of the first characters to become popular in series fiction (O’Rourke, 2004). Stratemeyer reportedly wrote short stories as a youth, but didn’t publish his first story until age 26. His early works were published under a variety of pen-names, including “Fred Frisky”, “Captain Ravell Pinkerton”, and “Roy

Rockwood” (O’Rourke).

In 1899, Stratemeyer finally found success with “The Rover Boys” series. (O’Rourke,

2004). While his earlier works never gained mass popularity, “The Rover Boys” sold tens of thousands of copies by 1906. Stratemeyer continued his series formula with his next offering,

“The Motor Boys” series, described as “The Rover Boys but with more speed” (O’Rourke). By

1920, Stratemeyer’s works had sold more than six million copies.

As the popularity of Stratemeyer’s series increased, Stratemeyer realized he could no longer personally keep up with the demand for series fiction. Between 1904 and 1908,

Stratemeyer created the “Stratemeyer Syndicate” in which writers were hired to write

Stratemeyer’s series using psuedonyms (Johnson, 1993). After drafting a several page outline of a story, Stratemeyer would pass on this outline to a hired writer. This writer, using Stratemeyer’s outline, would then complete an entire book for one flat sum. By working with his collection of hired writers, Stratemeyer was able to create 82 new series between 1906 and 1930 (Johnson).

While his earliest works were aimed at attracting male readers, Stratemeyer quickly realized that female readers were eager for series fiction as well. Using his tried-and-true series formula, Stratemeyer introduced female readers to Ruth Fielding, the Outdoor Girls, and The

Girls of Central High (Johnson, 1993). Stratemeyer also cornered the market in series fiction for

8 younger readers with series such as Bobbsey Twins, Kneetime Animal Stories, and Make-Believe

Stories (Johnson).

Shortly after creating Nancy Drew, one of his most iconic series, Edward Stratemeyer passed away in 1930. The Syndicate survived at the hands of his daughters, Edna Stratemeyer and Harriet Stratemeyer, until Edna’s death in 1982 (O’Rourke, 2004). Today, Stratemeyer’s series are still being reworked and revisited for modern audiences, with several movies, graphic novels, and books still being produced for the more popular Stratemeyer titles Nancy Drew and

The Hardy Boys.

Other Authors

Stratemeyer and his collection of ghostwriters paved the way for other authors to latch onto the success of series fiction. In recent years, the names R. L. Stine, Ann M. Martin, and J.

K. Rowling have become synonymous with successful series. Ann M. Martin, born in 1955, began her wildly popular Baby-Sitters Club series in 1986 (Simpson, 1991). The concept of the

Baby-Sitters Club was originally created by Scholastic editor Jean Feiwell, who had observed young female readers readily buying books with “baby sitter” in the title (Simpson). Within the first two years of publication, over 6 million copies of Baby-Sitters books had been sold. A decade later, more than 150 million copies were in print (Lodge, 1997).

R.L. Stine, author of the hugely successful Goosebumps series, began writing at age 9

(Deutsch, 2004). He pursued writing throughout school, and eventually became an editor for two magazines published by Scholastic. After publishing a few horror-based stories geared towards teenaged readers, he began the Goosebumps series for readers aged 7-12. Goosebumps was an immediate hit, selling 1.25 million books a month by 1996 (Hill & Sweeny, 1996). While

Goosebumps received a great deal of criticism (many argued that the books were rigidly

9 formulaic and contained no moral lessons), Stine remained adamant that “these books are entertainment” and that “the real world is much scarier than these books” (Hill & Sweeny, p. 5).

While Martin and Stine enjoyed a great deal of success, J. K. Rowling, author of the

Harry Potter series, has truly earned the title of most successful series author. Rowling began work on her initial Harry Potter manuscript in the early 1990s, and the first volume of Harry

Potter sold for $2,250 and a print order of 1,000 books (Gibbs, Elliott, Fitzpatrick, & Blue,

2007). By 2007, Rowling had completed her last book of the Harry Potter series, and Harry

Potter and the Deathly Hallows sold 15 million copies in its first 24 hours. Today, more than

400 million Harry Potter books have been sold worldwide (Harris, 2007).

Series Books: Criticism

Ever since Stratemeyer's series infiltrated the bookshelves of young boys and girls, critics have been vocal about the many perceived ills of series fiction. The early 1900s saw a great deal of criticism; articles such as 1921's “Why the American Library Association Does Not Endorse

Serials For Boys And Girls” (Bowman, 1921) and 1929's “Not To Be Circulated” (Mitchell,

1929) were early attempts at curbing the popularity of series. Critics argued that series literature was not appropriate for its intended young audience, and held no real literary value (Bowman).

Some critics went further, suggesting that as children read series books, their “imaginations are literally blown out, and they go into life as terribly crippled as though by some material explosion they had lost a hand or foot” (Mathiews, 1914, p. 653).

While series books became more and more popular throughout the 20th century, criticism of series books saw no decline. In 1986, Lou W. Stanek compared those who let children read series books to “Librarians, teachers, and parents who encourage their young to drink, smoke, or

10 take dope” (p. 46). Catherine Sheldrick Ross (1995) sums up the more common complaints against series:

Series books are said to ruin readers by being too interesting; they are too sensational;

they instill “false views of life”; they reinforce misleading stereotypes about race, gender,

and class; the same characters and settings reappear in book after book with little

character development; series books are mass produced for a mass audience purely for

commercial gain, according to an endlessly repeated formula; the predictable formulaic

structure of series books minimizes the mental challenge of reading...(p. 203)

Much recent criticism of the series results from the publishing industry's massive series distribution efforts. Critics cite that, while non-series books sit undisturbed on bookstore shelves, series are being produced “en masse and churned out on a monthly schedule” (Engelhardt, 1991, p. 59). Modern series merchandising “has reached an all-time high”, and series, devoid of all the qualities of “real literature”, are being pushed to children through magazines, television, movies, and the Internet (Saltman, 1997, p. 24).

Not all children's series, however, receive critical scorn. Well reviewed series for children in the past century include C. S. Lewis' Chronicles of Narnia series, Laura Ingalls Wilder's Little

House on the Prairie series, Madeline L'Engle's Wrinkle in Time series, and Lowis Lowry's

Anastasia Krupnik series, to name a few (Greenlee et al, 1996; Reid & Cline, 1997). These series, as opposed to Goosebumps and The Baby-Sitters Club, are said to be less formulaic, leading to a better overall reading experience (Reid & Cline).

Series Books: A Modern Perspective

Despite their general unpopularity with critics, series books have been the favorites of young readers since the early 20th century. While some attribute this to the fact that “...children

11 don't read book reviews” (Saltman, 1997, p. 24), others see children's series as holding real literary value for young readers.

Many educators are quick to identify the benefits of series books for young readers.

Series books, for many readers, provide a sense of “normality and security... since they are familiar and predictable” (Ward & Young, 2007, p. 1). Victor Watson (2000), in his book

Reading Series Fiction, describes reading a new book in a series as being “like going into a room full of friends” (p. 6). This familiarity can be comforting for all readers, but especially beneficial for those still learning to read. Ross (1995) states, “All readers, but especially beginning readers, will say that the biggest challenge they face in reading is the problem of getting into the story and not giving up too soon” (p. 222). With their familiar characters, settings, and plot structures, series books remove a good portion of the risk from a new reading experience (Ross, p. 223).

Many supporters of series books cite the social nature the books themselves bring to the act of reading. Ross (1995) suggests, “Series book reading becomes something children do...with their friends, as part of their own culture” (p. 226). As series books gain popularity and/or notoriety, reading and discussing them becomes the popular thing for students to do (Reid &

Cline, 1997).

The most commonly cited benefit of series reading stems from the fact that series reading is generally done for pleasure. For novice or beginning readers, the role of pleasure reading is vital. Greenlee et al. (1996) suggest, “...the ability to read fluently and the recognition that reading is pleasurable are the foundation for the development of a lifelong reading habit” (p.

223). By finding pleasure in the reading of series books, students “read large quantities of texts they enjoy”, thus providing them with countless hours of exposure to and practice with reading

(Ross, 1995, p. 229). These countless hours spent with text are incredibly important to the

12 development of literacy; significant ties have been found between the amount of reading students do and their overall reading achievement (Anderson, Wilson, & Fielding, 1988).

Reading Habits and Choices

Student reading habits have long been studied in an attempt to understand students’ literary choices, preferences, attitudes and interests. In the middle grades, a time when socialization takes center stage in the mind of the student (Nippold, Duthie, & Larsen, 2005, p.

96), studies have shown that reading, while not as popular as activities such as watching television, spending time with friends, and playing video games, is “at least a moderately popular free-time activity” (Nippold et al., p. 98). Unfortunately, “Researchers have documented that…many students show a steady decline in reading attitudes as they progress through school” which leads to a marked decrease in the amount of time older students spend reading (McKool,

2007).

Gender plays a significant role in the habits of middle grade readers. Boys reportedly read less often than females in the middle grades, and are significantly more likely than girls to

“report that they spend no time reading for pleasure” (Nippold et al., 2005, p. 98). This is attributed to a multitude of factors: there are “few male role models of good readers” (Spence, In

Press, p. 22), reading is not generally portrayed as a masculine activity (Spence), and reading materials found in schools are often not well-suited to the interest of male readers (Sullivan,

2004; Worthy, Moorman, & Turner, 1999).

The reading choices of middle grade readers have been studied to better understand the preferences and interests of these students. Research reveals that the majority of readers in grades four through nine enjoy reading fiction more than any other genre (Furi-Perry, 2003). The most popular types of fiction cited by middle grade readers include realistic fiction, scary stories

13 and/or books and cartoons and comics (Worthy et al., 1999). The least popular genres within this age range include romance, science fiction, and novels written for adults (Worthy et al,).

Gender plays an important role in students’ reading choices. It is reported that there are

“significant differences in the types of books chosen by girls and boys” in the middle grades

(Coles & Hall, 2002, p. 101). Studies suggest that while females almost always read narrative fiction, males are more likely to list nonfiction, comics, and joke books in their list of reading preferences (Worthy et al., 1999). Similar findings are echoed in other studies: Coles and Hall suggest that girls show a greater preference for realistic fiction whereas boys are more likely to read science fiction, non fiction, and/or comics, while Nippold et al. (2005) assert that boys are again more interested in reading comics, magazines, and nonfiction materials.

Theoretical Orientation

The concept of motivation plays an underlying role in this study; factors relating to motivation serve to explain why young readers seek out and read (and re-read) series books.

Gambrell, Palmer, Codling, and Mazzoni (1996) state, “…reading motivation is defined by an individual's self-concept and the value the individual places on reading” (p. 519). Readers must not only see reading as valuable, but must also see reading as something with which they can be and feel successful. In a study on early reading failure and motivation, researchers found that children who experience failure with reading early on in life are later more likely to have decreased motivation and decreased interest towards reading (Morgan, Fuchs, Compton, &

Cordray, 2008). The higher a student’s motivation, the more likely the student will be to engage in reading-related activities.

Motivation can be fostered in several ways. Cole (2003) suggests, “Becoming aware of at least some of the facets involved in developing intrinsic motivation in students can help

14 educators come closer to the goal of instilling in all students a love of reading and learning” (p.

327). Hickman (1995) asserts, “first and foremost, teachers who want their students to be responsive readers provide access to books” (p. 4). Providing students with access to a wide variety of materials of all genres and types is essential for providing a solid base on which motivation can be built. Hickman adds to this idea, suggesting that classrooms must have space not only for books, but also for reading and the enjoyment of literacy to occur.

Significant study has been done to determine how gender affects reading motivation.

Through observation, many educators note that the males in their classrooms seem to be less motivated to read than their female peers. Studies confirm this observation, suggesting that

“Girls as a group posses more positive attitudes than boys at all grade levels, both toward recreational and academic reading” (McKenna, Ellsworth, & Kear, 1995, p. 952). In an attempt to explain this phenomenon, Spence (In Press) cites several possible causes for lower motivation in males, including a lack of positive male role models who value reading, a lack of access to reading materials that boys traditionally enjoy reading, and a general perception that reading is not a masculine activity (Spence, pp. 18-24).

As this study will attempt to investigate how readers interact with and respond to series materials, the concept of reader response also comes into play. Galda and Beach (2001) write,

“As they respond to texts, students may identify concerns, issues, or dilemmas portrayed in texts or derived from students' own experiences” (p. 70). Thus, when readers respond to texts, they do so in ways that make texts personally valid and meaningful. Rosenblatt (2005), one of the foremost authorities on the concept of reader response, suggests that meaningful response is attained through approaching literature with an aesthetic stance. This stance pays considerable

15 attention to what readers think, feel, and experience during the act of reading, and is thought to contribute to a meaningful, long-lasting relationship with reading (Rosenblatt).

When adopting an aesthetic stance with literature, reader response becomes immensely important. “Readers simultaneously bring meaning to and take meaning from the text as they read” (Peterson & Eeds, 2007, p. 19). This exchange is the basis for transactional theory, which

“...demands attention, in other words, to who the readers are, what they bring to the text, the expectations they have of texts, and the choices they make as they read” (Probst, 1987, p. 2). As each individual is likely bringing a unique mindset to their reading, then, each individual is likely going to respond differently, yet no less meaningfully, to what he or she reads.

Reader response can be brought about in a number of ways. Authentic activities, those that ask students to read and respond for real purposes, are generally thought to promote meaningful response (Gambrell, Morrow, & Pressley, 2007). Authentic activities frequently manifest themselves in classrooms in the forms of discussion groups or literature circles, each of which allowing for the sharing of multiple responses and transactions with texts. By discussing and interacting with both literature and multiple responses to literature, readers are introduced to

“...broad perspectives on literature that may go well beyond the expectations of the formal curriculum” (Hickman, 1995, p. 8).

Summary

While specific information on the readers of series books is yet unavailable, information from a variety of studies can be pieced together to provide an adequate background for this study. Past research reveals the undying popularity of series books, despite a history of series being deeply unpopular with librarians and educators. Research also cites several benefits of series books for students, including providing accessible reading experiences, promoting a mix

16 of socialization and literacy, and encouraging reading for pleasure (which studies show leads to improved overall reading achievement).

Research on readers provides the remainder of the background for this study. Through a variety of studies, it is found that middle grade readers are somewhat likely to engage in reading as a free-time activity. Attitudes towards and engagement with reading declines as readers age, and males are significantly less likely to be counted as active readers. Students in the middle grades primarily choose fiction texts when reading, and tend to gravitate towards realistic fiction, scary stories, and comics. Male choices in reading differ greatly from female choices in the middle grades.

CHAPTER III. METHODS AND PROCEDURES

The purpose of this study was to answer the question, “What are middle school students’ and teachers’ perceptions of series books?” This information was gathered through a process involving both surveys and interviews. This chapter will outline the methods and procedures used to collect data for this study, and to analyze the data.

Methods

Research Design

This study employed two main methods of data collection: surveys and interviews.

Surveys, as they “...permit the teacher-researcher to gather a lot of – as well as a variety of – information relatively quickly” (Mertler, 2006, p. 103), were used to identify students within a class who actively read series books.

Interviews were used in this study in a semi-structured format (Mertler, 2006). This format includes a set of predetermined questions that were asked of every interviewee, and also allows for alternative and/or optional questions to be asked based on interviewee responses

(Mertler). Both students who read series materials and the teachers of these students were interviewed using the semi-structured format.

Participants

Participants for this study were selected from suburban schools throughout the Northwest

Ohio area. Teacher participants included one fifth-grade teacher who teaches reading, one sixth- grade teacher who teaches reading and language arts in her gifted education classroom, one seventh-grade teacher who teaches English Language Arts, and one eighth-grade teacher who also teaches English Language Arts. To be eligible to participate in this study, the teachers (a) had to teach reading and/or English Language Arts as one of their main content areas, and (b)

18 had to demonstrate knowledge of literature written for children and young adults. Teachers were also selected due to the researcher’s prior knowledge of their classroom practices.

After the four teachers were identified, surveys were administered to students in their reading classrooms to identify student participants for this study. Surveys were administered to

24 fifth grade students, 11 sixth grade students, 17 seventh grade students, and 6 eighth grade students. Of the students who completed the general survey, 22 fifth grade students, 9 sixth grade students, 15 seventh grade students, and 4 eighth grade students identified themselves as readers of series books. Student participants for the semi-structured interviews were randomly selected to participate based upon their responses to the surveys. Students who identified themselves as readers of series books and were also able to describe why they enjoyed series books were chosen to participate in the semi-structured interview. There were six fifth grade students, four sixth grade students, six seventh grade students, and four eighth grade students chosen for the semi-structured interview portion of the study. Before participating in the semi-structured interview, all students were required to obtain consent from their parents.

Instrumentation

Surveys distributed to all students in the classrooms of selected teachers were created to identify those students who would classify themselves as readers of series books (see Appendix

A). These surveys consisted of three questions, the last of which was applicable only to those students who read series books.

Students identified in the initial survey as readers of series books participated in a semi- structured interview (Mertler, 2006). This interview consisted of 17 questions, each designed to identify the series reading habits of the student (see Appendix B). Additional and/or optional questions were added during the interview process at the discretion of the researcher. Teachers

19 participating in this study also engaged in a semi-structured interview. This interview consisted of six questions designed to highlight and record information on the reading habits of readers of series books (see Appendix C). Again, additional questions had the potential to be added during the interview process to gather as much relevant data as possible.

Procedures

One fifth-grade teacher, one sixth-grade teacher, one seventh-grade teacher, and one eighth-grade teacher were selected for participation in this study. Teachers were initially selected based on the researcher’s prior knowledge of their classroom practices. Through informal questioning, teachers chosen for participation demonstrated knowledge of literature written for children and young adults. Selected teachers also taught reading and/or language arts as one of their main content areas. These teachers signed a consent form (see Appendix D) prior to participation in this study.

After these teachers were identified and consented to participation, they permitted the researcher to administer a brief survey to every student in a reading class of their choosing

(teachers were asked to choose a class period during which students could be pulled for individual interviews without significant disturbance). Prior to survey completion, students were read a brief explanation of the survey and of series books (see Appendix E). Both parents and students were asked to sign a consent form (see Appendix F and G). When students completed the surveys, they reviewed by the researcher. Through the review of the completed surveys, the researcher chose a sample of students from each of the four grade levels. Students were chosen based on their survey responses; those students who identified themselves as active readers of series books, were able to describe why they enjoyed series books, and were able to list series they had enjoyed were chosen for participation in a semi-structured interview.

Once student surveys had been conducted and analyzed, the researcher conducted semi- structured interviews (Mertler, 2006) with those students selected for participation in this study.

These interviews lasted between 10 and 15 minutes, and took place during the school day in a location where the researcher and the student could talk openly without disturbing normal classroom operations. Students were interviewed on a one-on-one basis, and were asked at least

15 questions regarding reading, series books, and reading habits. Additional relevant questions may have been asked during the interview to gather a complete picture of the student as a reader.

The student interviews took place during a three week-period (late February and early March

2009) at a time of the teacher's convenience.

After all student participants were interviewed, those teachers selected for participation in this study also participated in a semi-structured interview (Mertler, 2006). This interview, scheduled at a time of the teacher's convenience, was designed to gather insight from the teacher's perspective on student readers of series books. Teacher interviews took place after the school day in the classrooms of the respective teachers. Teacher interviews lasted approximately

15 to 20 minutes per interview and took place during a three-week period during late February and early March of 2009.

Data Collection

Three basic types of data were collected to be analyzed for this investigation. First, students received a general survey (see Appendix A) to complete. The responses from this survey were used to identify students who self-reported being readers of series books. Student interviews to obtain information about readers of series books were conducted. Data were recorded on each interview questionnaire. The four teacher interviews were included to collect

21 data regarding teachers’ perceptions of series book readers. Data from the interviews were recorded on the interview form.

Interviews were conducted during February and March of 2009. Data were collected from students and teachers in the form of surveys and semi-structured interviews (Mertler,

2006).

Data Analysis

Surveys and semi-structured interviews (Mertler, 2006) were used in this study to gather information on the reading habits of readers of series books. Semi-structured interviews conducted with students provided insight into how these readers select and interact with series books. Semi-structured interviews (Mertler) conducted with the teachers of these students shed more light on the habits and characteristics of readers of series materials. As data were collected from these sources, it was hoped that common reading habits and characteristics of these readers would become apparent. Data from the student and teacher semi-structured interviews were analyzed question by question. Answers to interview questions were compared to other answers from students within the same grade level, and commonalities were noted.

Summary

The purpose of this study was to identify middle school students’ and teachers’ perceptions of series books, along with noted habits and characteristics. After selecting four teachers and classrooms with whom to work, data were gathered in the form of surveys and semi-structured interviews. Data were collected from teachers and their students who identified themselves as readers of series books.

CHAPTER IV. DATA ANALYSIS AND DISCUSSION OF RESULTS

The purpose of this study was to identify middle school students’ and teachers’ perceptions of series books, including the habits and characteristics of middle-grade readers of series books. Students in grades five through eight were surveyed, and their survey answers were reviewed and analyzed. Students who classified themselves as series book readers (and those who seemed particularly enthusiastic about series book reading) were then chosen to participate in a semi-structured, one-on-one interview. The teachers of these students later took part in their own one-on-one semi-structured interview.

Data Analysis

General Survey

The general survey (see Appendix A) was administered to four classrooms (one fifth- grade classroom, one sixth-grade classroom, one seventh-grade classroom, and one eighth-grade classroom) during late February and early March of 2009. The general survey consisted of three questions, each designed to probe a student’s basic knowledge of himself or herself as a reader of series books. Prior to the administration of the general survey, the researcher read aloud a short passage describing the survey and explaining a basic definition of series books (see Appendix E).

During the reading of this short passage, students were also asked to sign a personal consent form (see Appendix G). After all surveys had been completed and returned, the researcher used to surveys to determine which students would participate in the semi-structured interview.

Fifth Grade General Survey

In one suburban Northwest Ohio fifth grade classroom, 24 students completed the initial survey. Of those 24 students, only two students reported on their surveys that they were not readers of series books (see Table 1). The remaining 22 students reported that that they did read

23 series books, and each of these 22 students listed three or more series that they had voluntarily read in the past. Series that received multiple mentions included the Goosebumps series, the

Magic Tree House series, the Geronimo Stilton series, and the Harry Potter series. When students were asked in the survey why they read series books, 17 students wrote that they appreciated how the characters, plots, and settings continue from book to book.

Table 1 Fifth Grade Survey Results

Grade Total Series Series Rationale

Students Readers

5 24 22 Goosebumps Characters, plots, settings

continue from book to book

Magic Tree House

Geronimo Stilton

Harry Potter

Sixth Grade General Survey

Eleven students in a suburban Ohio sixth grade classroom completed the initial survey.

Of these 11 students, only two responded that they did not read series books (see Table 2). The remaining nine students said that they did read series books, and each student listed at least one series that he or she particularly enjoyed. When asked to list series that they enjoyed, the Harry

Potter series was mentioned eight times and the Shadow Children series was mentioned six times. The two students who said that they did not read series books reported that series books

“aren’t interesting,” and one student reported only reading non-series books because “I like reading new things about different characters and events.” Of the nine students who said they did

24 read series books, five students reported enjoying them because “the story just keeps going,” because “the plots are really long and interesting,” because “the story is longer,” because “the continuous story makes it more fun,” and because “you can follow the characters from book to book.”

Table 2 Sixth Grade Survey Results

Grade Total Series Series Rationale

Students Readers

6 11 9 Harry Potter Story keeps going

Shadow Children Plots are long and interesting

Story is longer

Continuous story makes it fun

You can follow characters from

book to book

Seventh Grade General Survey

Seventeen seventh-grade students in a suburban Ohio classroom completed the initial survey. Of these 17 students, only two responded that they did not read series books (see Table

3). The remaining 15 students said that they did read series books, and each mentioned at least three series books that they particularly enjoyed. Series that received multiple mentions on seventh-grade general surveys included the Twilight series (8 mentions), the Harry Potter series

(8 mentions), and the Shadow Children series (6 mentions). While the two students who said they did not read series books were unable to explain why they didn’t like series books, the main answer gathered from those who said they did read series books was that they enjoyed the

25 continuous nature of series books. One student explained this by writing, “I like series books because the adventure keeps going even after one book is finished.”

Table 3 Seventh Grade Survey Results

Grade Total Series Series Rationale

Students Readers

7 17 15 Twilight Enjoyed continuous nature

Harry Potter

Shadow Children

Eighth Grade General Survey

Six students in a suburban Ohio eighth-grade classroom participated in the initial survey.

This eighth grade initial sample size was considerably lower than previously mentioned classrooms due to a limited number of returned parental consent forms. Of these six students, two students indicated that they did not read series books (see Table 4). The remaining four students indicated that they did read series books, and each listed at least two series that they enjoyed. The most frequently mentioned series on the eighth-grade general surveys included the

Twilight series (three mentions) and the Harry Potter series (two mentions). One student who indicated that he did not read series books explained this by stating, “I just don’t read.” The other student who indicated that she did not read series books explained this by stating, “I don’t read series books because I can never remember what’s happening in them.” One student who indicated that she did read series explained this by stating that she enjoyed reading about characters that continue from book to book. Another student explained that he enjoys series because “[they] take you through so many different events, and the adventure never ends.”

Table 4 Eighth Grade Survey Results

Grade Total Series Series Rationale

Students Readers

8 6 4 Twilight Adventure never ends

Harry Potter Characters continue from

book to book

Student and Teacher Interviews

After all general surveys had been completed and returned to the researcher, student survey responses were analyzed. Student responses to the first general survey question (asking students if they do or do not read series books) were tallied. Students who were able to articulate why they enjoy series books and were also able to list specific series they enjoyed were then chosen to participate in a semi-structured, one-on-one interview with the researcher. Interviews were conducted during the school day at a time of teacher convenience. All student interviews were completed during late February and early March of 2009.

When student interviews were completed, the teachers of these students also participated in a semi-structured, one-on-one interview with the researcher. These interviews took place after the completion of the school day at a time of the teacher’s convenience. All teacher interviews were completed during late February and early March of 2009.

Fifth Grade Student Interviews

After reviewing each of the 24 completed surveys, six students (four female, two male) were chosen to participate in a semi-structured (Mertler, 2006), one-on-one interview. These students were selected based on their survey responses; each of the students selected to

27 participate in the interview identified him/herself as a reader of series books. Additionally, each of these selected students seemed particularly enthusiastic towards and knowledgeable about series books in survey responses.

The first five interview questions were asked to determine the students’ basic reading habits and beliefs about reading. Each student reported that he/she generally enjoy reading, with three students clarifying that they enjoyed reading only when it wasn’t done for school. Each student stated that he/she generally enjoyed reading fiction, and each student also especially enjoyed mystery fiction. Three students reported only reading books, while the remaining three students reported reading books, magazines, and websites. When the students were asked how often they read, all six students reported reading every evening to complete homework requirements. Three students added that they read every night for fun as well as for homework.

One student reported that he frequently had to read “as a punishment,” but that reading was

“better than just sitting and staring at the wall.”

When asked why they liked series books, every student stated that he/she enjoyed the familiarity provided by series books. One student stated, “I like how you get to follow the characters from book to book,” while another responded, “I like starting a new series book because you already know who you’re reading about.” When asked how they go about reading series books (whether they start at the beginning of the series and read through in order, or whether they pick and choose books in the series that look interesting without attending to the order of the books), each student stated that he or she always starts at the beginning of a series and reads through the books in order. When asked about the rate at which they read series books, four students reported reading series “faster than normal books”. Students were then asked to speculate as to why this was, and one student responded, “I read fast because I can’t wait to get

28 to the next book.” A second student replied that, while her reading rate depended on the difficulty of the book, series books “are really hard to put down, and so I finish them faster”.

Students were asked to discuss how they choose series books. Each of the six students reported looking at the cover of a book, and one student elaborated by stating, “If a book has a really exciting cover, usually it’s a really exciting story.” Five of the six students also reported reading the back description of a book, although one student noted, “sometimes the back doesn’t really tell you anything.” When asked how they went about finding new series books to read, three students were unable to produce an answer. The remaining three students reported using

“book reviews online,” “suggestions from my older sister,” and “book reviews in magazines”.

Each of the six students reported obtaining series books from his/her classroom library, and two students reported that their family members regularly purchased series books for them as gifts.

When asked about which series books they especially enjoyed, the fifth graders’ responses were again very similar. On their surveys and in their interviews, each of the six students cited enjoying the Harry Potter series, the Geronimo Stilton series, and the 39 Clues series. Other commonly cited series included the Charlie Bone series, the Junie B. Jones series, the Spiderwick Chronicles series, and the Goosebumps series. When asked if there were any series books they did not enjoy, four of the six students reported that they didn’t dislike any series in particular, but that they had grown out of several series (specifically Geronimo Stilton and Junie B. Jones) that they had enjoyed at a younger age.

Students were asked to speculate on whether or not they believed they would still be reading series books as an adult. Four students reported that they would still be reading series books as adults, with two students specifying, “I’ll always be a reader, so I can’t see why I’d stop reading series books,” and “My mom reads series books, so I think I will too.” The remaining

29 two students reported that they thought they would not read series books as an adult, but for two different reasons. One student said that he “would probably be too busy” as an adult to read series books. The other student said that she might want to “expand my interests and read other things when I grow up”.

During their interviews, three fifth-grade students noted the social nature of series book reading as the cause for the general popularity of series books. While one student responded that she did not ever speak with anyone about series books, the remaining five students each reported discussing series books with others. These five students each recalled discussing series books with peers or relatives; each mentioned that peers and relatives regularly offered suggestions of new series books to read. These five students also reported discussing series books with their teachers.

When asked during the interview to respond to criticism of series books (series books are

“trashy”, poorly written, etc), three students provided incredibly insightful responses. “Series books get kids to read a lot,” replied one student. When asked to explain why that was a good thing, the student responded, “the more we read, the better we get at reading.” Another student echoed this sentiment, adding, “Series books got me started with reading, and now they’re helping me keep reading. I don’t think I’d like reading as much if it wasn’t for series books.” A third student responded, “I don’t care if some people don’t like series books. I think they’re addicting. They turned me into a readaholic.”

Fifth-Grade Teacher Interview

After his students were surveyed and interviewed, the fifth-grade classroom teacher also participated in a semi-structured interview. When asked about what he personally thought about series books, this teacher responded, “Fine, for the most part.” When asked to elaborate and

30 asked whether there were any series he particularly liked or disliked, this teacher explained that he had a problem with having books from the Captain Underpants series in his classroom. He said that the books contained “gross humor” and were “cartoonish.” “Your mind is what you feed it,” he explained, and said he felt a responsibility as a teacher to provide better material to his students than what Captain Underpants had to offer. “You can get people excited about reading pornography,” he offered, “but is that really good for the mind? My job is about more than just getting kids excited about reading. I want them to be excited about good reading.”

When asked about series book reading in his classroom, the fifth-grade classroom teacher said he generally supported it. This teacher cited several series, including Geronimo Stilton and

39 Clues, he personally promoted in his classroom through book-talks and read-alouds. This teacher felt that these series were especially popular in his classroom due to his frequent recommendations and support. When asked how often he observed his students reading series books in his classroom, this teacher responded, “Frequently. Probably more often than I see them reading non-series.”

The fifth-grade teacher was asked about his classroom library and its contents. He estimated that series books made up 50% of his classroom library because “the students keep requesting them, and I want to buy what they want to read.” He reported relying on student recommendations for new classroom library purchases, and said, “The gifted readers often recommend new books to me that I’ve never heard of. I buy those books, and usually they’re really popular with all students.”

The fifth-grade classroom teacher was then asked if he saw any potential benefits from series book reading. The teacher responded immediately, stating that he believed there were several definite benefits of series book reading. “The familiarity of the stories builds

31 confidence,” he stated. “The stories are easy to comprehend, and you don’t have to learn new characters every time you start a new book.” The teacher also stated that series books were beneficial for his students because series encourage kids to read and keep reading. “When else are we going to see a fifth grader reading a 700 page book,” he asked. “You only get that with series books.”

To conclude the interview, the fifth-grade teacher was asked to respond to the same criticism presented to his students at the end of their interviews. After reflecting on the criticism, the teacher responded, “Well, when it comes to some books, I agree.” He continued, “For the most part, I have no issue with series books. With all their benefits, I’d be a fool to keep them out of my classroom.”

Sixth Grade Student Interviews

After reviewing the 11 completed surveys, four students (three males, one female) were chosen to participate in a semi-structured, one-on-one interview. The first five interview questions were asked in order to determine the students’ basic reading habits and beliefs about reading. Each reported enjoying reading, and each believed he or she was a good reader. Each of the four students reported enjoying both fiction and non-fiction. Three of the four students reported only reading books, and the remaining student reported that he read books as well as websites (this student mentioned Wikipedia as his main choice of online reading). Each of the four students reported reading nightly for homework, while three of the four students also said they read daily “for fun.”

When asked to elaborate on why they enjoyed reading series books, each student responded that they enjoyed the continuous nature of series books. One student elaborated on this, saying, “In series books, you get to see a really long progression of a character. You don’t

32 get that in non-series books.” When asked in what order they generally read series books, three of the interviewed students responded that they start at the beginning of the series and read their way through to the end. The remaining student said that he occasionally picks and chooses books within a series “as long reading out of order doesn’t ruin the story.” When asked at what rate they generally read series books, two students reported reading series “really fast” and “a lot faster than what I have to read for school”. The remaining two students reported that they read series books at the same pace they read any other type of reading material.

Each interviewed student mentioned both the Harry Potter series and the Shadow

Children series when asked which series he/she had read and enjoyed. Other series that received more than one mention included the City of Ember series, the Chronicles of Narnia series, and the Artemis Fowl series. When asked if there were any series they did not enjoy, each of the four students responded that they had enjoyed all series they had read.

When asked to discuss how they chose new series books to read, each of the four students cited similar book-selection methods. Each student mentioned using the cover of a book to choose new books, and three of the four students also mentioned reading the back of the book to decide whether or not the book was worth reading. One student responded that, when looking for new series books, he liked to read books written by authors with whom he was already familiar.

When asked how they go about finding new series books to read, the two students reported reading book reviews in magazines, and one student said she regularly relied on recommendations from friends. Students reported obtaining series books at their school and public libraries, and one student also reported frequently purchasing series books from “those book club fliers we get at school.”

During their interviews, three of the four sixth grade students noted that the social aspect of series reading did play a part in their own enjoyment of series books. Each of these three students reported discussing series books with their peers, and two students also mentioned discussing series books with teachers and relatives. One student replied, “Series books keeping going and going, and it gives us a lot to talk about.” Another student reported that his family enjoyed reading series books together, and that talking about them at the dinner table was “a lot more fun than talking about school or whatever.”

Students were asked if they believed there would ever be a time in their lives when they stopped reading series books. Three students said they would always read series books, and one student specified, “series books are written at all different levels, so when I’m older I’ll just read more difficult series.” The remaining student, after considering the question, replied that he would likely be too busy as an adult to read series books. “I’m going to be a lawyer,” he said, “so

I don’t think I’ll have time to read for fun.”

When asked to speculate on the causes of series book popularity, student answers were varied. One student said, “People don’t like looking for new books, and so they stick with series.” Two students mentioned series book movies as the cause of series book popularity. One student felt that series books are popular “because people like talking about them, and word-of- mouth spreads.”

To conclude the interview, each student was asked to respond to criticism against series books. With this question, the sixth grade students’ answers were varied. One student responded by saying “Series books give kids a lot to read about, so I don’t think they’re bad at all.” Another student replied, “Critics want kids to read the classics, but we can’t relate to those.” Yet another student said, “I don’t care what the critics say. I read what I want.” One student gave a

34 particularly thoughtful response, saying, “Sure, critics don’t like some series books, but critics don’t like a lot of non-series books too. All I know is, just because a book is in a series doesn’t make it bad.”

Sixth-Grade Teacher Interview

The sixth-grade classroom teacher participated in her own semi-structured interview after her students had completed their surveys and interviews. When asked about her views on series books, this teacher responded, “I feel no differently about series books than I do about any other books. Some are wonderfully written, while others are not. I love all wonderfully written books.”

When asked if she liked or disliked any series in particular, she responded that she particularly enjoyed the Harry Potter series and the Prydain Chronicles due to their complex stories and exciting plots. She was unable to name any series that she particularly disliked.

When asked about series book reading in her classroom, the sixth-grade teacher reported frequently seeing students reading series books during SSR (silent sustained reading). “When

[students] have found a good book or author,” she explained, “they are eager for another of the same quality.” When asked if any series had been particularly popular in her classroom, she responded, “The Harry Potter series was overwhelmingly popular.” She also noted recent popularity with the Warrior series and the 39 Clues series, and speculated that the popularity of these series was due to “students becoming so involved in the complex characters and multi- dimensional plots.”

When asked to explain how she goes about choosing new books for her classroom library, the sixth-grade teacher reported choosing books “based on how they relate to my curriculum” and based on “the quality of writing found within the book.” She reported that,

35 while her classroom library did not contain many series, she frequently purchases and recommends new series to her “bibliophile” students.

The sixth-grade teacher was next asked if she saw any benefits associated with series book reading. This teacher responded by stating that, aside from the obvious benefit of getting kids excited about reading, series books offered a lot to young readers. “Some series offer historical lessons,” she stated, “and many of my students love learning about the past.” She continued, stating, “Several series include important lessons for children about honesty, friendship, perseverance, and discovering oneself and one’s purpose in life.” She added that many series books “contain good vocabulary and character development, which aids in a student’s development as a reader.”

When asked to respond to criticism against series books, this sixth-grade teacher responded that she felt some critics set “classics standards” for all books, a practice which she called unreasonable. “Perhaps the critics are always searching for ‘high’ literature,” she stated.

“They’re forgetting that readers, especially young readers, want to be entertained.”

Seventh Grade Student Interviews

Of the 17 students surveyed, six students (four females, two males) were chosen to participate in the semi-structured, one-on-one interview. Each of these six students reported enjoying reading, and each of these six students believed he or she was a good reader. Four students reported reading books and magazines, and the remaining two students reported only ever reading books. When asked about which topics or genres they enjoyed reading, five students reported enjoying fiction, four students reported enjoying mystery stories, three students reported enjoying adventure stories, and two students said they enjoyed books or magazines about sports.

Five of the six students reported reading “every day”; two of these students said they read every day “for fun” while the remaining three read every day “for fun but also for homework.”

When asked to elaborate on why they enjoyed series books, students reported enjoying the continuation of characters and adventures from book to book. One student responded by saying, “Series books keep me reading, and you can learn so much because series are usually so long.” When asked whether they read through series books in order or pick and choose books within a series, each of the six students reported reading series books in order.

When asked about the rate at which they read series books, three students responded,

“fast” and “faster than most other books.” Two students reported reading series books at a rate of

“a couple books a month”, and one of these students said that he would read series faster “if I wasn’t so busy.” One student reported that he read Harry Potter and the Deathly Hallows (a 784 page book) in two days because “I really needed to see how it all ended.”

When asked about which series they especially enjoyed, the seventh-grade students’ responses were varied. Four students reported enjoying the Harry Potter series; three reported enjoying the Shadow Children series, and a separate group of three reported enjoying the

Twilight series. Other series that received more than one mention were the Lord of the Rings series, the Artemis Fowl series, and the Inkheart series. When asked if there were any series they didn’t enjoy, four students responded by saying that they had enjoyed all series books that they had read. One student responded that he had read the Boxcar Children series when he was younger, but that he didn’t enjoy it anymore because it was too “immature” for him. Another student responded by saying that he had tried to read Twilight, but hadn’t gotten into it because it was “a girl’s book.”

During their interviews, the seventh-grade students were asked how they chose new series books to read. Five of the six students reported using the cover of the book to decide whether or not the book was worth reading. One student elaborated on this, saying, “Books with exciting covers are usually exciting to read.” Four of the six students reported reading the back of the book to help them choose new series books, and three of the six students reported receiving recommendations from teachers or parents. When discussing her methods of finding new series books, one student reported completing searches online on websites such as

Amazon.com. When asked how they obtained their series books, each of the six students reported using their school library as their main resource. Two students also reported purchasing new series books from bookstores.

When asked whether or not they discussed series books with others, the seventh-grade students responses were varied. Two students reported never discussing series books with others, and one student said that he only ever talked about series books with teachers. The remaining three students reported that they did talk about series books with their friends, relatives, and teachers. Two students, both of whom cited Twilight as their current favorite series book, reported really enjoying talking about Twilight with their friends. “We all read them at the same time,” said one student. “We talk about our favorite characters and what we want to happen in the books. It adds a lot of fun to the reading.”

Students were asked to speculate on whether there would be a time in their lives when they stopped reading series books. All six students suggested that they will likely always read series books. One student said, “Series books will always be coming out, so I’ll always be reading them.” Another student replied, “Series books are really fun to read, and I think I’ll always like reading fun things.”

A new trend emerged during the seventh-grade interviews. When asked to speculate on the causes of the popularity of series books, each of the six students cited movies as the reason for series book popularity. One student stated that she and her friends enjoyed reading the Harry

Potter books, but only after going to see the Harry Potter movies. Another student mentioned that a number of her peers “wouldn’t have read Twilight if they hadn’t seen the movie.”

To conclude the interview, students were asked to respond to criticism against series books. Three students immediately dismissed the criticism, stating that they not care what the critics had to say. Two students hailed the virtues of series books, arguing that series books were valuable for children because they made children want to read. One student, who seemed particularly appalled at the criticism, stated, “With series books, you get so much closer to the characters. You know so much about them because you’ve read about so much of their lives. I think series books are great.”

Seventh-Grade Teacher Interview

After her students were surveyed and interviewed, the seventh-grade classroom teacher was interviewed to uncover her own beliefs about series books. When asked to describe her beliefs about series books in general, this teacher responded that she “believes in the power of series books.” When asked to elaborate, this teacher explained that series books have been incredibly popular in her classroom, and that “anything that gets middle-school kids to read is fine by me.” She elaborated further, stating that series books played a huge role in her own development as a reader. “I know that they turned me into a reader,” she explained.

When asked whether there were any series she specifically liked or disliked, the seventh- grade teacher mentioned that she actively does not include a certain series in her classroom

39 library. “Those R.L. Stine books were popular for awhile,” she explained. “I don’t know...I just don’t care for them. I have better books to offer my students.”

The seventh-grade teacher was next asked about the role of series book reading in her own classroom. When asked about how she chooses new books to include in her classroom library, she stated that regularly takes recommendations from students, fellow teachers, and the school librarian. She estimated that 1/3 of the books in her classroom library were series books, and stated that she frequently purchases new series books “because students want to read them.”

When asked about the popularity of series books amongst her students, the seventh-grade teacher stated, “Twilight is huge right now. Girls who wouldn’t normally be reading are obsessed with the books. Normally they talk about the boys they like in school, but right now they’re talking about the boys they like in the book.” When asked how often she observed her students reading series books, she responded, “Frequently. It seems like everyone reads them at some point.”

After listening to criticism against series books in the last question of the interview, the seventh-grade teacher shouted “Bologna!” When asked to elaborate, this teacher explained, “I would rather have them reading something than nothing. Series books may not be the greatest literary works out there, but they get kids to read and that’s enough for me.” She continued, saying, “If the worst thing that happens is that the kids read series books the rest of their life, so be it. At least they’re reading.”

Eighth Grade Student Interviews

Of the six students surveyed, four students (three female, one male) participated in the one-on-one semi-structured interview. Each of the students said that they generally enjoyed reading; two students specifically mentioned only enjoying reading when they were able to

40 choose their own reading materials. Each of the students believed he or she was a skilled reader, and two of the students mentioned that they were particularly good at reading really long books.

Three students reported enjoying reading fiction, and each of these three students also reported enjoying mystery fiction in particular. One student reported that she enjoys books that aren’t realistic, and asked, “We already live in the real world, so why would I want to read about it?”

All four students reported reading books, and two students also added that they read websites as well. When asked how often they read, each student reported reading daily for school. One student reported reading “a couple times a week” for fun, while another student reported that she frequently read, “When I’m grounded, since I can’t watch TV or play online.”

When asked to explain why they enjoyed reading series books, the eighth-grade students’ answers were similar to the answers provided by students in lower grades. Three students’ cited reasons for enjoying series book reading included enjoying the continuation of the story from book to book, and an appreciation for following the same character from book to book. One student stated, “Series books always give you more to read, and I like that.” Additionally, each of the four students reported reading series books in order. One student explained, “Sometimes I won’t start at the beginning, but if I like the book, I’ll go back to the first book and read all the way through.”

When asked to discuss the rate at which they read series books, student answers were varied. Two students reported reading “a book a month”, and said they did so “because homework keeps me from reading” and because “I get really busy.” One student reported reading “one book per week,” but said she read even faster when she “gets into the stories.” One student reported that, if a book were particularly interesting, she would read it “in a night or

41 two.” This student continued, stating, “If I really like the book, I’ll sit and read for hours and hours.”

When asked to name which series books they read and enjoyed, the students’ answers were similar. Twilight received three mentions, while Harry Potter and A Series of Unfortunate

Events both received two mentions. When asked if there were series they didn’t enjoy, three of the eighth-graders were unable to name any series. One student reported that she had enjoyed

The Babysitters Club books when she was younger, but didn’t read them anymore because “they got repetitive.”

The four eighth-grade students were asked to reflect on how they chose which series books to read. One student reported using the cover and back description of the book to choose books, while the remaining three students said they relied on recommendations from friends and teachers. When asked how they discovered new series books, one student said that she regularly read book reviews online on a site designed for teen readers (the URL of which she was unfortunately unable to remember). The remaining three students reported hearing about new books from friends, and one of these students also reported that her teacher regularly updated a chart in her classroom containing “new books to read.” Each of the four students reported obtaining their series books from the school library, while one student also said she purchased books “if I think I’ll want to read them over again.”

When asked if they ever spoke with others about series books, one eighth-grade student said he never did while the remaining three students said they did quite frequently. Of these three students, two were very vocal on the importance of talking with friends about series books. “We all read Twilight together,” said one student. “It’s kind of like a book club, but only with

Twilight.” The other student reported that she and her friends often fought over who had read

Twilight first, and also fought over who was the biggest fan. “Twilight is like my freaking bible,” she stated. “I totally read it before it got popular.”

The eighth-grade students were asked whether they thought they would ever stop reading series books. While one student stated that she believed she would always be a series reader, the remaining three students felt otherwise. Two students reported that their adult lives would probably be too busy for series reading, and the remaining one student felt that she “will probably be too busy in college” and “might grow out of series at some point.”

Like the seventh-grade students, the eighth-grade students believed that series books were popular amongst their peers primarily due to series book movies. While one student stated that she didn’t like series book movies “because they aren’t as detailed as the books,” the other students believed the movies helped them connect with the books. One student said that he had read several Harry Potter books before seeing any of the movies, but that the movies had made him finish the entire Harry Potter series. “They put a better picture in my head,” he stated.

As with the previous grades, the eighth-grade students were asked to respond to criticism of series books. One student responded by stating, “I know what I like, and series books usually have a lot of what I like. I don’t care what the critics think.” Other students echoed this sentiment by stating that critic’s opinions didn’t really affect their reading choices. One student, after pondering the criticism, said that she believed the critics should reexamine their opinions.

“Series books draw in people who wouldn’t normally read,” she stated. “Why would anyone think that was a bad thing?”

Eighth-Grade Teacher Interview

As with the previous teachers, the eighth-grade teacher was interviewed about her beliefs on series books after her students had been surveyed and interviewed. When asked about her

43 beliefs regarding series books in general, this teacher replied, “I enjoy reading them myself and I think it’s wonderful when students get hooked on them.” She continued, stating that she welcomed series books in her classroom because “sometimes they can really get kids excited about reading.” When asked if there were any series in particular that she liked or disliked, this teacher stated that she enjoys the Harry Potter series and the Twilight series “because they’re so motivating for students.” She also mentioned an appreciation for the Alex Rider series, and stated that this series was especially good for her male students.

When asked how often series reading occurs in her classroom, the eighth-grade teacher replied that she observed her students reading series more often than she observed them reading non-series books. When asked to speculate on why series books were so popular with her students, she stated, “Series play to their interests and are well advertised. The students talk about them frequently (especially Twilight), and so word gets around.”

When asked how she chooses new books to include in her classroom library, the eighth- grade teacher reported frequently accepting recommendations from students. “When I ask them for books to add to the classroom library, they almost always recommend series books” she explained. She reported purchasing many series books for her classroom library, and explained that she likes having whole sets of series “so that the students can read the entire series if they so choose.”

The eighth-grade teacher was next asked if she thought there were any specific benefits associated with series book reading. Like the teachers before her, the eighth-grade teacher stated,

“They make kids want to read. Anything that can do that, especially at this level, is a miracle.”

She continued, stating, “Series books are great for teaching the standards. If kids are excited

44 about what they’re reading, they’ll learn more about plot, rising action, climax, conflict, resolution, theme, and all those other story elements we’re trying to teach.”

To conclude the interview, the eighth-grade teacher was asked to respond to criticism against series books. She agreed that some series books are “trashy” and “mass-produced”, but stated that this wasn’t enough for her not to include series books in her classroom library. “If my students are excited about reading because of series books,” she explained, “then I’m excited about series books too.”

Discussion of Results

After analyzing data collected from surveys and semi-structured interviews, a general picture can be painted of the type of student who reads series books. Series book readers generally enjoy the act of reading, although several are willing to admit that they only enjoy reading when it is done for pleasure and not for schoolwork. Series book readers also appear to have positive opinions of themselves as readers, as each student interviewed said that he or she was a good and/or skilled reader.

Series book readers are both male and female, though the genders typically vary on which series books they choose to read. Series such as Harry Potter, the Shadow Children series, and the 39 Clues series were cited as enjoyable series books by both genders. Series such as

Artemis Fowl and Redwall were only mentioned by males during the semi-structured interviews.

Series such as the Twilight series, the Junie B Jones series, and the American Girl series were only mentioned by female readers.

The results of this study confirm that many commonalities exist in the ways that students interact with series books. The most striking commonality, one emphasized by every single student who participated in the semi-structured interview process, was that series books are read

45 and enjoyed by students because of their continuous nature. Each student interviewed cited enjoying series books because “the story goes on and on” and because “the adventure just keeps going.” Along with the continuous nature of series books, students cited enjoying series because of the continuation of characters from book to book. Students reported enjoying “getting to know” characters, and also reported enjoying finding out more and more about characters as series progress.

Students who read series generally talk about series books with others. Students interviewed cited discussing series with family members, friends, and teachers. Several students saw discussion of their series reading as one of the main benefits of series reading; students reported getting “more into” a series when they were able to discuss it with their friends. Of all the series mentioned during student interviews, students mentioned discussing the Harry Potter series and the Twilight series more than any other series mentioned.

While a few students reported that discussion of series reading helped them find new series books, the majority of students reported finding new series books to read on their own.

The most commonly cited method of new series/book discovery involved looking at the cover and description of a book prior to reading (books with interesting covers and descriptions were chosen by students).

To all students who participated in the semi-structured interview process, criticism against series books was inconsequential at best. After listening to criticism stating that series books are “trashy”, not well written, etc., every student responded that he or she did not believe the criticism.

Other commonalities existed within student responses to the semi-structured interview.

Many students noted that series books encourage them to read more than they normally would.

When asked how this affected them, these students responded by suggesting that the more they read, the better readers they become.

Finally, the question regarding whether there are different types of readers (those who read formulaic series and those who read non-formulaic series) yielded inconclusive evidence.

While most series mentioned by students could be categorized as non-formulaic, several students listed formulaic series in their lists as well. Several fifth grade students noted tiring of Junie B.

Jones and Goosebumps, both of which are formulaic series. One eighth-grade student echoed this idea, stating that she no longer read The Babysitters Club books because “they got repetitive”.

When analyzing data from the teacher semi-structured interviews, common patterns were again found. Each of the four teachers reported seeing value in series books due to their high- interest content. Teachers cited frequently seeing their students engaging in series book reading, and all but one teacher reported having a classroom library containing many series books.

While each of the four teachers reported seeing value in series book reading, two teachers openly admitted to actively keeping certain series books out of their classrooms. These two series, the Captain Underpants series and the Goosebumps series, were cited by teachers as having less literary value than other series and/or non-series books. Interestingly enough, these two teachers disagreed with formal criticism of series books, arguing that they support students in their reading choices.

Summary

This chapter summarizes the surveys and interviews conducted with students in grades five through eight, as well as the interviews conducted with the teachers of these students.

Students were surveyed to identify their initial attitudes towards series reading, and those students who identified themselves as active readers of series books then participated in a semi-

47 structured interview. This interview was designed to reveal further details about the beliefs, habits, and attitudes of these students regarding series book reading. The interviews conducted with the classroom teachers were designed to highlight the teachers’ beliefs and attitudes towards series books.

CHAPTER V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

The purpose of this study was to determine middle school students’ and teachers’ perceptions of series books, including the habits and characteristics of middle-grade readers of series books. By gathering data from middle-grade teachers and their students using a survey and semi-structured interviews (Mertler, 2006), it was hoped that common habits, characteristics, and beliefs might arise. Four classroom teachers were involved in the interview portion of this study, as were 20 of their students.

Summary

Four middle-grade teachers were identified as teachers of reading. After obtaining consent from these teachers and their students, surveys were distributed to the students of these teachers. These surveys were analyzed to determine which students in the class were active readers of series books. The students who identified themselves as readers of series books were then asked to participate in a semi-structured interview (Mertler, 2006) to identify more specific aspects of their relationship with series books. The teachers involved in this study also participated in a semi-structured interview to uncover their views, beliefs, and opinions towards series books.

Student interviews took place during the school day at a time of teacher convenience.

Selected students who identified themselves as readers of series books on the initial survey were removed from class for 10 to 15 minutes to complete the semi-structured interview. These students were asked a minimum of 17 questions, with the semi-structured format allowing for additional questions to be asked to uncover more relevant data (Mertler, 2006).

After all student interviews were completed, each of the four classroom teachers also participated in a semi-structured interview (Mertler, 2006). Each teacher was interviewed after

49 the completion of the school day as to not interfere with classroom activities. During these semi- structured interviews, teachers were asked a minimum of six questions. Additional questions were added as necessary to gather as much relevant information as possible.

Once all surveys and semi-structured interviews were completed, the researcher organized all collected data by grade level. Student and teacher semi-structured interviews

(Mertler, 2006) were analyzed question by question. Common themes and patterns within student and teacher responses were noted.

Conclusions

Several conclusions can be drawn as a result of this study. Series books readers are male and female, and the choice of which series to read is often influence by gender. Series books are primarily enjoyed by students because of their continuous nature; students enjoy both the continuation of plots and characters from book to book. Students enjoy talking about series reading, and often discuss series with peers, teachers, and family member. Series readers do not attend to criticism of series books, and in many cases aren’t aware of criticism at all. Teachers of students who read series generally support series in their classrooms, but often have limits to their support. Finally, series books encourage students to read, and students often feel that series assist in improving reading ability.

Although series book readers are both male and female, the choice of series to read is influenced by gender (see Table 5). This is supported by Coles and Hall (2007), who state that there are “significant differences in the types of books chosen by girls and boys” (p. 101).

Although some series such as Harry Potter, the Shadow Children series, and the 39 Clues series, were enjoyed by both genders, others such as Lord of the Rings and Redwall were mentioned by

50 males while Twilight series, the Junie B Jones series, and the American Girl series were only mentioned by female readers.

Table 5 Series Books by Gender and Grade Level

Male-Mentioned Series Female-Mentioned Gender-Neutral

Series Series

Fifth Grade Charlie Bone Junie B. Jones Geronimo Stilton

Goosebumps American Girl Harry Potter

39 Clues

Magic Tree House

Sixth Grade Artemis Fowl Harry Potter

Chronicles of Narnia Shadow Children

City of Ember

Redwall

Seventh Grade Lord of the Rings Twilight Harry Potter

Inkheart Shadow Children

Artemis Fowl

Eighth Grade Twilight Harry Potter

Series of

Unfortunate Events

Series books are read and enjoyed by students because of their continuous nature, both with plots and characters. Students reported enjoying “getting to know” characters, and also reported enjoying finding out more and more about characters as series progress. Ross (1995)

51 suggests that series, with their familiar characters, settings, and plot structures, remove a good portion of the risk from a new reading experience (Ross, p. 223).

Students enjoy talking about what they are reading with others. Both Ross (1995) and

Reid and Cline (1997) cite the importance of the social nature of series book reading. Students interviewed reported discussing their reading with family members, friends, and teachers.

Hickman (1995) suggests that motivation to read is improved when students are given the opportunity to discuss their readings in an environment that is supportive and excited towards literacy. Several students saw the discussion of their reading as one of the main benefits of series reading; students reported getting “more into” a series when they were able to discuss it with their friends.

Students don’t attend to the criticisms of series books. While Ross (1995) suggests that criticism against series books may appeal to some defiant readers, the students involved in this study did not seem to know about this criticism before it was presented to them during the semi- structured interview.

Teachers are generally supportive of series reading, although some teachers have limits to their support. Each teacher interviewed in this study cited having series books available for his or her students to read, and each cited frequently observing students reading and/or talking about series in his or her classroom. Some teachers, however, have limitations on the types of series they allow in their classrooms. Two of the teachers in this study cited series they feel are inappropriate for their students, and indicated they actively attempt to keep these series out of their classrooms.

Series books seem to encourage students to read, which, according to students, contributes to reading improvement. This is supported by Anderson, Wilson, and Fielding (1998)

52 who cite significant ties between the amount of reading done by students and students’ overall reading achievement.

Recommendations

For Teachers

Of the many students surveyed in this study, only a small minority of students said that they do not read series books. With this in mind, teachers should keep up to date on current and popular series to stay current with the reading interests of their students. Teachers should also attempt to keep a good supply of series books in their classroom libraries, as series are obviously a big part of what students want to read.

Teachers should attempt to recommend series books whenever possible to low-ability readers or reluctant readers. During their semi-structured interviews, many students reported reading series early in their lives (Junie B. Jones, Babysitter’s Club, and Goosebumps were all mentioned as early series choices). These students were also quick to note that, because they read so much and so frequently with series books, their reading ability was improved as a result of series reading. As such, current low-ability or unmotivated readers will likely benefit from series reading.

Because socialization appears to play a role in why students enjoy series reading (and likely reading in general), teachers should provide their students with time to discuss their reading with their peers. Time for book discussions should be integrated into daily curriculum whenever possible to allow students to express their views on their reading, and to allow entire classes of students to be exposed to new ideas regarding books and reading in general. Series and non-series readers alike will benefit from regular book discussions.

Finally, teachers should attempt to put aside any prejudices they hold towards particular series or series books in general. While a great deal of criticism towards series books exists, this study shows that series reading is highly interesting and highly motivating for students. Any attempts to curb series reading does a great disservice to students, as this study shows that series books of all sorts make students want to read.

For Further Study

After conducting this study, several areas for further study became apparent. First and foremost, conducting this study with a larger sample size of students will likely provide more reliable data. Additionally, a longer, more in-depth study of series book readers is in order. By studying students as they search for, find, read, and react to series books, more information may be obtained on how student readers interact with these materials. A longitudinal study following readers and their reading choices over a number of years may also provide useful information. A long-term study may indicate how age, grade-level, and classroom placement affect series- related reading choices.

A study comparing the readers of formulaic series to the readers of non-formulaic series may yield interesting results. What type of reader chooses to read formulaic series, and what benefits does this type of series offer to students? Conversely, what type of student reads non- formulaic series? Do students read both types of series, or do students primarily stick with one or the other? Does reader ability/maturity play a role in the choice of a type of series? Do readers who read formulaic series eventually switch to non-formulaic series?

A study on the definition of series may prove useful for anyone looking to investigate series books or their readers. While the definition presented in Chapter One of this study is generally held as a basic definition, this definition does not serve to explain the complexity

54 series. Within a newly expanded definition, it may be helpful to explore exactly what constitutes a true series, and what various types of series exist.

While the home environment of series readers was originally a part of this study, this portion was removed in the interest of time. Studying a series reader’s home environment may still yield interesting results, however. Just as teachers have negative opinions of certain series, the parents of student readers may also hold these opinions. It would be interesting to see if these negative opinions exist in the home environment, and if so, how they affect the reading choices of students.

Finally, the recent explosion in popularity of the Twilight series deserves a study all its own. Several older female students who participated in the semi-structured interview process cited a seemingly fanatical appreciation of this series. The teachers of these students also noted the recent popularity of Twilight, and suggested that the series was drawing in pre-teen and teenage girls who wouldn’t normally be avid readers. By studying and analyzing this series and its readers, teachers may be able to uncover more information about what “hooks” students on reading.

Summary

This chapter presented a summary of the investigation of the habits and characteristics of middle grade readers of series books. Conclusions were presented based on data collected from middle grade teachers and students. Several patterns were found within this data, leading the researcher to conclude that series readers in the middle grades share many habits and characteristics.

Recommendations for teachers and potential areas for further study were also included in this chapter. Based on the data collected for this study, it was recommended that teachers support

55 series reading in their classrooms as it is generally highly motivating for students of all ability levels. Potential areas for continued study included the suggestion for more in-depth research on the habits of series readers before, during, and after the reading process. Additionally, recreating this study with a larger amount of participants would likely provide more reliable data on which to draw conclusions. Further research into the nature and definition of series in general may also provide useful information for anyone wishing to pursue study in this field.

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APPENDIX A.

GENERAL STUDENT SURVEY

Name:______Date:______Teacher:______

1. Do you read series books at school and/or at home? (Circle One) YES NO

2. If “yes”, why do you read series books? If “no”, why don't you read series books?

3. If you do read series books, which series do you enjoy? Please list as many titles or authors as you can!

APPENDIX B.

STUDENT SEMI-STRUCTURED INTERVIEW

Student Name:______Date of Interview:______

1) Would you say that you enjoy reading? Why or why not?

2) What types of materials do you most enjoy reading?

3) About which topics do you enjoy reading?

4) How often do you read?

5) How would you describe your reading ability?

6) On a previous survey, you stated that you enjoy series books. Why do you enjoy series books?

7) Which series books in particular do you enjoy?

8) Do you read through series in order, or do you pick and choose books in the series to read?

9) At what rate do you read series books?

10) How do you choose series books?

11) Do you talk about series books with others?

12) How do you find out about new series books?

13) Where do you get your series books?

14) Are there any particular series that you dislike? Why or why not?

15) Do you think there might be a time in your life when you stop enjoying series books? Why or why not?

16) Why do you feel that series books are so popular?

17) Many critics say that series books aren’t “real” literature. They say series books are “trashy”, poorly written, and don’t require much thought to read. How would you respond to these criticisms?

APPENDIX C.

TEACHER SEMI-STRUCTURED INTERVIEW

Teacher Name: ______Interview Date: ______

1) Several students in your classroom have been identified as readers of series books. How do you personally feel about children's series books?

2) Are there any specific children's series that you particularly like or dislike? Why?

3) How do you choose new books to include in your classroom library? How often are series book included in your classroom library purchases?

4) Have any series been particularly popular in your classroom? Why do you feel this is?

5) How often do you observe students reading series books?

6) Many critics say that series books aren’t “real” literature. They say series books are “trashy”, poorly written, and don’t require much thought to read. How would you respond to these criticisms?

APPENDIX D.

TEACHER CONSENT FORM

School of Teaching and Learning

Dear Teacher,

I am a student at Bowling Green State University in the Graduate Reading Program. I am currently doing a research study on the habits and characteristics of readers of series books. The purpose of my study is to determine how and why middle grade readers choose series books and how they respond to these books. It is my hope that this information will be able to help teachers make better decisions in their reading classrooms when working with series materials and series readers.

The purpose of this letter is to invite you to participate in my study. Should you choose to participate, you will be asked to designate one reading class out of your day as a focus group. With this class, you will distribute and collect surveys during a time that you deem convenient. You will also be asked to allow a select number of students (those who identify themselves as readers of series materials) to participate in an interview. These interviews, which will be completed one-on-one with the researcher (myself), will take approximately ten minutes per selected student. Additionally, you will be asked to participate in an interview regarding your thoughts and views on series books and series readers. This interview can be scheduled at a time of your convenience.

The anticipated risks to you and your students are no greater than those normally encountered in the classroom. Should you choose to participate in this study, your real name will not be used in the final published document. Additionally, any documents containing your name or the names of your students will be kept in a secure location to ensure the privacy of all involved. Please know that you are free at any point to withdraw from involvement in this study.

Your participation in this study would be greatly helpful. Please know, however, that participation is completely voluntary. By completing the form below, you are agreeing to participate in this study. If you at any time have any questions or would like to be removed from this study, please contact either myself (419-308-4156 or [email protected]) or my advisor, Dr. Cindy Hendricks (419-372-7341 or [email protected]). Additionally, you may contact BGSU’s Human Subjects Review Board (419-372- 7716) with any questions or concerns about participant rights. Thank you so much for your cooperation.

Sincerely,

Kari J. Rakas Graduate Student Bowling Green State University

I, (Print name)______, agree to participate in the study outlined above.

______(Signature) (Date)

529 Education Building Bowling Green, Ohio 43403-0247 Phone 419-372-7320 fax 419-372-8265

APPENDIX E.

PARAGRAPH READ TO STUDENTS PRIOR TO ADMINISTRATION OF SURVEY

To be read aloud in class prior to asking students to participate in this study:

Ladies and Gentlemen, my name is Kari Rakas and I’m currently working on getting my

Masters Degree in Reading from Bowling Green State University. I’m here today to ask you to participate in a study that I’m currently working on. My study focuses on students who read series books. Series books are books that are written one after another with common characters, settings, and themes. Some series books you may recognize are the Harry Potter series, the

Twilight series, or Lemony Snickett’s Series of Unfortunate Events.

If you decide that you’d like to participate, you will be asked to first complete a brief survey about what you read. This survey will take place here in your classroom. After these surveys are completed, you may then be asked to participate in a brief interview. This interview will involve me asking you questions one-on-one, and these questions will focus mostly on series books. These interviews will take place during class-time.

You have been given a consent form, which is simply a form that asks you whether or not you’d like to participate. Remember, you are in no way obligated to participate. You may now complete this form.

APPENDIX F.

PARENT CONSENT FORM

School of Teaching and Learning

Dear Parent/Guardian,

The purpose of this letter is to ask you to allow your child to participate in my study. If you grant your permission, your child will be asked to complete a brief survey about whether your child does or does not read series materials. If your child is identified as a reader of series materials, he or she may then take part in a brief interview, which will inquire about reading habits related to series materials.

Please be assured that any information your child provides during this study will be completely confidential, and all measures to protect your child’s privacy will be taken. At no point will your child’s real name be used in this study. No recordings of any sort will be taken during this study, and both survey materials and interview materials will be kept in a locked cabinet to ensure total privacy.

If you choose to allow your child to participate in this study, it would be extremely helpful. However, please know that participation is completely voluntary. There are no risks greater than those in daily life associated with this study. You and/or your child are free to withdraw from this study at any time.

By completing the form below, you are agreeing to allow your child to participate in this study. If you at any time have any questions or would like your child to be removed from this study, please contact either myself (419-308-4156 or [email protected]) or my advisor, Dr. Cindy Hendricks (419-372-7341 or [email protected]). Additionally, you may contact BGSU’s Human Subjects Review Board (419-372- 7716) with any questions or concerns about participant rights. Thank you so much for your cooperation.

Sincerely,

Kari J. Rakas Graduate Student Bowling Green State University

I, (Print name)______, permit my child to participate in the study outlined above.

______(Signature) (Date)

529 Education Building Bowling Green, Ohio 43403-0247 Phone 419-372-7320 fax 419-372-8265

APPENDIX G.

STUDENT CONSENT FORM

School of Teaching and Learning

Dear Student,

My name is Kari Rakas, and I am a student at Bowling Green State University in the Graduate Reading Program. I am currently doing a study on the readers of series books. I hope to find out information about how and why students read series books, and I hope this information can be used to help reading teachers create better classrooms.

The purpose of this letter is to ask you to participate in my study. If you decide to participate, you will be asked to complete a brief survey about your reading habits. You may also be asked to participate in a one-on-one interview with me about your views on series books.

If you choose to participate in this study, your name will be kept private at all times. Any information you provide will only be used by me, and will be kept in a secure location to protect your privacy. There are no anticipated risks involved in this study outside of those that may occur during the normal school day.

I would greatly appreciate your help with this study. Please know, however, that your participation is completely voluntary. If you choose not to participate, it will not affect your grades or standing in this course. Also be aware that you are free to drop out or withdraw from this study at any time.

By completing the form below, you are agreeing to participate in this study. If you at any time have any questions or would like to be removed from this study, please contact your teacher so that he or she can contact me. You may also contact my advisor, Dr. Cindy Hendricks (419-372- 7341) or the BGSU Human Subjects Review Board at (419-372-7716) with any questions or concerns. Thank you so much for your cooperation.

Sincerely,

Kari J. Rakas Graduate Student Bowling Green State University

I, (Print name)______, agree to participate in the study described above.

______(Signature) (Date)

529 Education Building Bowling Green, Ohio 43403-0247 Phone 419-372-7320 fax 419-372-8265