An Exploration of Gender Bias in Selected Basal Reading Series

AN EXPLORATION OF GENDER BIAS IN SELECTED BASAL READING SERIES

Meredith Consolo

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

May 2009

Committee:

Cindy Hendricks, Advisor

Lessie Cochran

Craig Mertler

ABSTRACT

Dr. Cindy Hendricks, Advisor

Researchers have found that one promising way to improve students’ attitudes toward reading and their overall reading competence is to provide students with reading materials that relate to their personal interests. By allowing students to encounter pieces of literature that feature characters with whom they can identify, they will see how reading can relate to their own lives and will more likely develop a love for reading. To ensure that both male and female students have access to reading materials in which they can connect to the characters, teachers should be aware of any gender imbalances found in the reading materials used in their classrooms.

This research study evaluated three recently published third grade basal readers for evidence of gender bias. The basal reader textbook series were selected for the study based on the following criteria: the series were offered to local districts in the State of Ohio for adoption, the series were published by major education publishers, and were current editions of each series.

Once the basal reader textbook series were selected, the main passages in each third grade basal reader were analyzed for gender bias based on the following characteristics: percentage of each gender displayed in human illustrations; gender of main, minor, and mentioned characters; genre and content of each basal passage, and characteristics of the main characters. The data collected from each basal passage were entered into four separate data matrices (a matrix to analyze illustrations, gender of characters, genre and content of passages, and characteristics of main characters). Lastly, the data recorded on the data matrices were analyzed according to descriptive statistics and results of the study were shown in both visual and narrative form.

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Gender bias was evident within the passage illustrations, characters, and genre of passages found within all three third grade basal readers examined in the study.

Acknowledgments

The successful completion of this study would have not been possible without the support

and encouragement of many people in my life who offered their assistance along the way. I

would like to recognize and thank the following people for their support and guidance:

Dr. Cindy Hendricks, Dr. Craig Mertler, and Dr. Lessie Cochran, thank you all for being on my

thesis committee and sharing your valuable expertise and assistance throughout my research study. The completion of this study would have not been possible without all of your hard work, dedication, and guidance.

Mom and Dad, I want to thank both of you for all the love, encouragement, and advice you’ve shared with me throughout my educational career. Without your support and love I would not be in the position I am today. I am greatly appreciative for having two wonderful parents who have always placed a high value on my education. I love you both very much.

Lauren, I want to thank you for your willingness to do anything you could to assist me throughout this process. It was nice to know I had someone to talk to when things were stressful or I simply needed some advice. Thank you also for always pushing me to do my very best.

Andrew, thank you for all the love, support, and encouragement you’ve given me throughout this process. You were there for me whenever I needed someone to talk to and somehow managed to make me laugh even when I was stressed out. Most importantly, you helped me gain confidence in myself and my work. I love you very much.

TABLE OF CONTENTS

CHAPTER I. INTRODUCTION ...... 1

Statement of the Problem ...... 2

Research Question ...... 3

Rationale………...... 3

Definition of Terms...... 4

Limitations…...... 5

CHAPTER II. REVIEW OF LITERATURE ...... 6

Theoretical Orientation for the Study…...... 6

Reading Motivation ...... 6

Children’s Reading Interests ...... 11

Factors that Affect Book Selection ...... 14

Significant Historical Research …………………………………………………..... 16

Male and Female Storybook Character Preferences ...... 16

Gender Imbalance of Basal Readers ...... 21

Gender Imbalance in Children’s Books ...... 28

Strategies for Educators ...... 29

Summary……...... 30

CHAPTER III. METHODS AND PROCEDURES ...... 31

Methods………...... 31

Research Design ...... 31

Data Source ...... 32

Instrumentation ...... 32

Procedures……...... 35

Data Collection………...... 36

Data Analysis………...... 37

Summary………...... 37

CHAPTER IV. DATA ANALYSIS AND DISCUSSION OF RESULTS...... 39

Data Analysis………...... 39

Character Illustrations ...... 39

Scott Foresman...... 39

SRA/McGraw Hill ...... 39

Harcourt ...... 40

Gender of Main, Minor, and Mentioned Characters ...... 41

Scott Foresman...... 41

SRA/McGraw Hill ...... 43

Harcourt ...... 43

Story Genre and Content ...... 46

Scott Foresman...... 46

SRA/McGraw Hill ...... 52

Harcourt ...... 58

Main Character Characteristics ...... 64

Scott Foresman...... 64

SRA/McGraw Hill ...... 66

Harcourt ...... 67

Discussion of Results………...... 69

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Scott Foresman...... 69

SRA/McGraw Hill ...... 71

Harcourt ...... 72

Summary………...... 75

CHAPTER V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ...... 77

Summary………...... 77

Conclusions………...... 78

Recommendations………...... 82

Summary………...... 86

REFERENCES…………………………………………………………………………….. 88

APPENDIX A. ILLUSTRATIONS DATA MATRIX ...... 94

APPENDIX B. MAIN, MINOR AND MENTIONED CHARACTER DATA MATRIX... 96

APPENDIX C. GENRE AND CONTENT DATA MATRIX ...... 98

APPENDIX D. MAIN CHARACTER CHARACTERISTICS DATA MATRIX ...... 100

APPENDIX E. ILLUSTRATIONS DATA MATRIX COMPLETED ……………... … ... 102

APPENDIX F. MAIN, MINOR, AND MENTIONED CHARACTER DATA MATRIX

COMPLETED ……………………………………………………………………………... 110

APPENDIX G. GENRE AND CONTENT DATA MATRIX COMPLETED ……………. 120

APPENDIX H. MAIN CHARACTER CHARACTERISITICS DATA MATRIX COMPLETED

………………………...... 129

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TABLE OF CHARTS

Chart Page

1 Analysis of Illustrations in Scott Foresman Third Grade Readers ...... 40

2 Analysis of Illustrations in SRA/McGraw Hill Third Grade Readers ...... 41

3 Analysis of Illustrations in Harcourt Third Grade Readers ...... 41

4 Analysis Of Main Characters In Scott Foreman Basals...... 42

5 Analysis Of Minor Characters In Scott Foreman Basals ...... 42

6 Analysis Of Mentioned Characters In Scott Foreman Basals ...... 43

7 Analysis Of Main Characters In SRA/McGraw Hill Basals ...... 44

8 Analysis Of Minor Characters In SRA/McGraw Hill Basals ...... 44

9 Analysis Of Mentioned Characters In SRA/McGraw Hill Basals ...... 45

10 Analysis Of Main Characters In Harcourt Basals ...... 45

11 Analysis Of Minor Characters In Harcourt Basals ...... 46

12 Analysis Of Mentioned Characters In Harcourt Basals ...... 46

CHAPTER I. INTRODUCTION

The following words amplify the powerful experience that can encompass readers when

they find themselves connecting to the character(s) they meet while reading:

The joy of reading is in stepping into the experience of the characters. When the

characters look like, talk like, think like, and act like us, it’s easy to share in the

experience. I think that after we’ve had that experience a few times, it becomes easier to

understand the experiences of people who are less like us. But in becoming a reader, and

learning to love reading, experiencing books that mirror our own lives is extremely

important. (Hefflin & Barksdale-Ladd, 2001, p. 811)

The experience of enjoying literature and finding books with characters and events that mirror our own lives should be an encounter experienced by readers of all kinds, despite their gender, age, religion, race, or ethnicity. Given that every child has different interest and ideas of what consists of motivating and engaging literature, it has become increasingly important for teachers to provide their students with a variety of books and reading materials that match their interests. Researchers have found that one promising way to improve students’ attitudes toward reading and their overall reading competence is to provide students with reading materials from which to choose that are personally interesting to them. Every student should be given the opportunity to find books that are interesting, engaging, and to which he/she can relate on a personal level. One well-researched reading preference of children is to read about characters of

their same gender. According to Moreillon (2008), “When readers truly care about what happens

to the characters in stories, they will be more motivated to become engaged and active in the

reading process and in book discussions” (p. 50). It is the responsibility of educators to provide

2 children with reading materials that will lead to them becoming immersed in the stories they read, finding the experience enjoyable, and beginning to develop a life-long love of reading.

Given that most children’s literature today continues to display male leading characters, it has become important for educators to also be aware of the gender imbalances in the reading materials they use each day. According to Bleakley, Westerberg, and Hopkins (1988), the agreement of the gender of the reader with the gender of the main character has substantial influence on the reader’s interest level in a story, “For recreational reading, stories should be balanced with respect to the sex of the protagonist, because reader interest motivates nonrequired reading” (p. 153).

Statement of the Problem

For decades researchers have been studying the reading interests of children and adolescents in hope of learning how to better motivate children to read. Given that countless studies have shown that both young children and adolescents prefer to read stories with same- sex-characters or characters with whom they can personally relate, it has become increasingly important that boys and girls are able to see their own gender as the leading characters in the books they read and listen to their teachers read each day at school.

When children’s stories are dominated by leading characters who are males, girls are prevented from having equal access to both recreational and academic reading materials of their greatest interests. When students are provided with reading materials in which they are highly interested, they will find the reading experiences more pleasurable and will be more likely to engage in reading for longer periods of time. There should be a balance of the gender of the protagonist in childhood reading material to ensure that both boys and girls are given equal opportunities to read books of interest.

Research Question

Given that investigations completed throughout the past four decades have continuously

found that boys outnumber girls in number of characters and illustrations in the stories found in

elementary basal readers, this study examined three recently published third grade basal readers

for evidence of gender bias. The study addressed the following question: In what ways are selected basal series used in third grade gender biased based on illustrations, characters, genre, content, and main characters’ characteristics?

Rationale

Readers of all ages often search for stories in which they can relate to the thoughts,

feelings, actions, and characteristics of the main character. According to Moreillon (2008),

“When they [readers] find a character whose experiences resonate with their own, readers’

comprehension can soar because they are able to make powerful connections between

themselves and the characters in the stories” (p. 49). Educators can help their students reach

deeper connections while reading by providing and utilizing classroom reading materials that

contain main characters of the same ages, ethnicities, gender, race, etc. of the students in their

classes. By allowing students to encounter pieces of literature that feature characters with whom

they can connect, they will see how reading can relate to their own lives and will more likely

develop a love for reading.

On the other hand, according to Hefflin and Barksdale-Ladd (2001), “When readers do

not encounter characters who are like them, reading is likely to be frustrating rather than

pleasurable. For children, repeated frustration is not likely to lead to personal affirmations and

the development of a love of reading” (p. 810).

To ensure that both boys and girls have access to reading material in which they can connect to the characters, teachers should be aware of any imbalances in the gender represented in the reading materials used in the classroom. When speaking of the critical role of basal readers in literacy instruction, Hunter and Chick (2005) express, “Given the nature and importance of the learning for which they are used, public school basal readers should not contain significant gender imbalance” (p. 73).

Definition of Terms

Terminology valuable to the understanding of this study is defined in this section. The following terms determine roles of characters:

Main Character: a main character is the focus of the story (Gillespie, Powell, Clements,

& Swearingen, 1994), and who is clearly critical to story content (Hunter & Chick, 2005).

Minor Character: a character who appeared in the story and contributed to the storyline

(Gillespie, et al., 1994).

Mentioned Character: a character referenced in the story, but who did not contribute to the storyline (Gillespie, et al., 1994).

Male and Female Illustrations: “Illustrations were characterized using hair, clothing, and body shape as male or female” (Purcell & Stewart, 1990, p. 180).

Male and Female Characters: “The pronouns “he” and “she”, the gender specific terms

“father” and “mother”, the titles “Mr.” and “Mrs.”, and self-evident corroboration between illustrations and content served to discriminate males from females” (Hunter & Chick, 2005, p.

67).

Limitations

This study involved the examination of passages found in three recently published third grade basal readers for evidence of gender bias found in their basal passages’ character illustrations; gender of main, minor, and mentioned characters; genre and content, and main character characteristics.

The study includes several delimitations. One delimitation of this study are that the results are restricted to examining passages found within the 2008 Scott Foresman Reading

Street series, 2005 SRA/McGraw-Hill Open Court Reading series, and 2007 Harcourt Trophies series. The results were also constricted to examining the third grade level readers only from each of the three basal publishers. In addition, the results were restricted to examining only the major passages found within each basal reader. This meant that skill lessons and poems were not included in the analysis. Lastly, evidence of gender bias was limited to examining character illustrations; gender of characters; genre, content, and main character characteristics.

The study also includes several limitations. The results of the study are limited to the researchers own subjectivity when examining the basal readers. The results were limited to the researcher’s own subjective analysis of male, female, and team illustrations. The results were also limited to the researcher’s own subjective analysis of the gender of main, minor, and mentioned characters. Lastly, the results were limited to the researcher’s own subjective analysis of the content of each basal passage and the characteristics of each of the main characters from each passage.

CHAPTER II. REVIEW OF LITERATURE

Given that research that has shown that both boys and girls prefer to read stories with a main character of the same gender, this study examines in what ways current basal readers used in the third grade are gender biased. This chapter presents an overview of professional literature related to research on reading motivation, factors that influence book selection of children, and both boys’ and girls’ reading interests and preferences. The chapter also includes past research investigations that have found that boys and girls prefer to read literature with a same-gender protagonist, as well as past studies that have found a significant imbalance in the gender of the leading characters, number of illustrations, and even in the number of active roles presented by both genders in both children’s basal readers and other prominent children’s literature.

Theoretical Orientation for the Study

Reading Motivation

According to Wigfield and McCann (1997), “Without motivation, even the brightest student may learn little in the classroom and will not become engaged in classroom activities” (p.

360). Motivation plays a critical role in the degree of success and achievement students have in learning to read. According to Edmunds and Bauserman (2006), despite the development of new instructional strategies and sometimes student incentives for learning to read, there are still students who come to school and make comments such as “I hate to read” or “I never read a book.” It has been found that the lack of motivation by students is one of the main reasons behind many problems classroom teachers face in reaching students. Edmunds and Bauserman argue, “Motivation frequently makes the difference between learning that is temporary and superficial and learning that is permanent and internalized” (p. 414). For example, according to

Guthrie (1996), there are certain types of motivation that will lead to long-term literacy; whereas

other types of motivation will instead typically inhibit long-term literacy practices. Guthrie explains, “When children read merely to complete an assignment, with no sense of involvement or curiosity, they are being compliant. They conform to the demands of the situation irrespective of their personal goals. Compliant students are not likely to become lifelong readers” (p. 433).

Given the importance of motivation in helping students become lifelong readers, teachers must now become aware of teaching practices and ways of creating a classroom environment that will help motivate their students to read. One way that teachers can help students become engaged readers is by reading themselves. Dreher (2003) believes, “Teachers who exhibit the characteristics of engaged readers will help create students who exhibit those same qualities” (p.

338). According to Dreher, there are several ways in which teachers can increase their own reading engagement. Some of the ideas that Dreher suggests include the following: having book talks at teachers’ meetings, starting teacher book clubs, establishing a book corner in the teachers’ room, having teachers read during sustained silent reading, and having teachers take more time to discover and read children’s books.

Another way in which teachers can help motivate their students to read is to learn more about their personal interests related to reading. According to Edmunds and Bauserman (2006), when interviewing students and asking them what factors motivated them to read, they often found that students mentioned their own personal interests. The students explained that they found books interesting when they related to things about which they enjoyed reading. Edmunds and Bauserman state, “Based on these themes regarding factors that influence children’s interest in books, we recommend that teachers assess children’s interests at the beginning and throughout the school year through reading conferences and interest inventories (p. 420).

One type of survey that can be administered to individual students or an entire class is the

Elementary Reading Attitude Survey (McKenna & Kear, 1990). According to McKenna and

Kear, the survey provides a quantitative estimate of two vital aspects of a child’s attitude toward

reading. These areas of reading motivation include a child’s attitude toward recreational reading and the child’s attitude toward academic reading. After administering the survey, the teacher can then use the information gathered in the survey to help plan instruction for his or her own students. For example, the results might help a teacher discover that a student with little interest in academic reading has not been exposed to enough interesting non-fiction trade books or is not being adequately engaged during reading classes.

In the same way, the Motivation to Read Profile is a survey that can be administered to students to discover their self-concept as a reader and their value of reading (Gambrell, Palmer,

Codling, & Mazzoni, 1996). The instrument again can help teachers plan reading instruction according to their individual students’ strengths and weaknesses. Gambrell, et al., explain,

“Students who have lower subscores on the Self-Concept as a Reader scale may benefit from experiences that highlight successful reading. For example, to build feelings of competence, the teacher can arrange for the child to read books to children in lower grades” (p. 530).

In addition to teachers finding tools and practices that can help better motivate students to read, teachers must also look at ways in which to motivate the specific types of students they teach; regardless of their gender, age, socio-economic status, religion, etc. One issue that often comes up in classrooms today is the idea that boys are often placed in remedial reading classes or more likely found to be unmotivated to read compared to girls. For example, Spence (2003) discusses some of the reasoning for boys often being more reluctant readers than girls. He discusses how there tend to be fewer male role models of good readers and not enough selection

of books that are of interest to boys in classroom and school libraries. Spence explains, “What

boys read out of school is related to their personal interests such as “newspapers, sports

magazines, computer magazines…, superhero comic books, and other graphic texts. These texts

were marked contrast to their in-school selections and were not seen as appropriate for in-school

reading” (p. 19). It is important for teachers to know the individual students in their classrooms

and determine what they can do to help them learn to read more easily. Spence adds, “Boys who struggle with reading often struggle with feelings of inadequacy and powerlessness” (p. 20).

One way that teachers can help students overcome this feeling of inadequacy is to engage

students in activities that will help students feel more competent in reading. According to

Gunning (2003), “the best motivator, of course, is success. One way of helping students adopt more effective techniques is to help them discover for themselves which techniques actually

work best” (p. 245). If students are introduced to new strategies that will help them read more

successfully, and later discover that they in fact work, they will definitely have a greater chance

of using them in the future.

Additionally, to help motivate all different types of students to read, teachers must match

instructional materials and activities to his or her students own unique personalities, values, and

needs. Pitcher, Albright, DeLaney, Walker, Seunarinesingh, Mogge, Headley, Ridgeway, Peck,

Hunt, and Dunston (2007) state:

Thus, the closer the literacy activities and tasks match these values, needs, and goals, the

greater the likelihood that students will expend effort and sustain interest in them. When

some students judge the reading and literacy activities to be unrewarding, too difficult, or

not worth the effort because they are peripheral to their interests and needs, they can

become nonreaders or alliterate adolescents who are capable of reading but choose not to

do so. (pp. 378-379)

A great way for teachers to incorporate aspects of their students’ own interests, beliefs, and needs into literature instruction is to include a classroom environment that supports student choice and also allows students to share their own thoughts and perceptions on books they have read with others. When Hickman (1995) discusses aspects of successful literature classrooms she has visited, she writes, “Teachers also recognize the collaborative nature of responding by finding space for children to read, talk, and work together” (p. 5). In the same way, Hickman adds, “of equal importance are day-to-day interactions as teachers encourage children to read and to both develop and express their responses” (p. 3).

Considering the importance of student motivation in developing a student’s success in reading, it is vital for teachers to learn what they can do to help motivate their students. It is important for them to remember that students will be more likely to read if they find the books they read enjoyable and related to their own interests, values, and beliefs. It is also equally important that teachers recall how important it is for each student to feel competent in their own reading abilities. According to Gunning (2008), “Motivation, the researcher discovered, is mainly a matter of creating a positive and encouraging but challenging environment. Students get the feeling that they’re valued and competent and that they are engaged in interesting, worthwhile learning activities” (p. 537). Overall, it is up to teachers to know their individual students and gear practices and activities towards their interests to lead to the highest degree of motivation.

Children’s Reading Interests

The difference in book selections of boys and girls is a topic that has been well-

researched. Many researchers have conducted studies to learn exactly what types of books girls

and boys will select when given the choice (Harkrader & Moore 1997; Norvell, 1958; Rose,

Zimet, & Blom, 1972; Wiberg & Trost, 1970).

According to Guthrie (as cited in Wolfson, Manning, & Manning, 1984), there are two

reasons for investigating the reading interests of children. “First, high interest materials will be

more pleasurable to students and they will engage in reading for longer periods of time. Second,

students will more fully comprehend materials of high interests to them than materials of low

interest” (p. 4). Studies completed throughout the past four decades have shown that boys and

girls differ in their preferences in what they consider interesting reading materials. Teachers

should get a better understanding of the reading preferences of both genders and be sure to

include materials that will be of interest to both boys and girls in their classrooms.

One such study was conducted with fourth grade boys and girls to help educators better

select reading materials that both genders would enjoy (Harkrader & Moore, 1997). The 211 girls and 194 boys in the study completed a survey on their willing or unwillingness to read a list

of different book choices read by their teacher. The results indicated that there was a significant

difference in the fictional preferences of the fourth-grade boys and girls. The girls indicated a

stronger preference than boys for six fiction categories. These categories include the following:

friendship, fairy tales, animal stories, mystery, adjustment, and historical fiction. The boys

indicated a strong preference for sports and science fiction. When looking at non-fiction stories,

the girls preferred the categories of art and hobbies and the boys preferred the categories of

sports (how-to), space, earth science, science (how to), weather, and animals (Harkrader &

Moore).

In Wolfson, Manning, and Manning (1984) the reading interests of fourth grade boys and girls were assessed. The results showed that more boys than girls expressed interest in adventure, machines and applied science, and animals, while more girls than boys expressed interest in multi-ethnic, family life and children, and fine and applied arts.

Likewise, the reading preferences of first grade boys and girls were examined in Wiberg and Trost (1970). Forty-five first grade students in two coeducational classes went to the library for two periods a week and were required to check out one book per library period during the first six weeks of school, two per period in the second six weeks, and as many as they were interested in, during the weeks following. Records of all the students’ selections were kept. The results showed that there was a significant difference in the number of fictional books compared to informational books checked out by the students. The boys checked out fiction books 580 times and information books 55 times, while girls checked out fiction books 729 times and information books only seven times (Wiberg & Trost). This study showed that boys had a greater preference for non-fiction stories while girls seemed to prefer fiction stories.

Another study that examined boys and girls reading preferences was conducted by

Norvell (1973). The study examined the reactions of boys and girls toward a list of book selections of different literary types (novel, short story, biography, boys’ and girls’ books, essay, poetry, and narrative versus lyric poetry) The results indicated that girls enjoyed almost all literary types better than the boys. The only types of literature better like by boys than girls were speeches and biographies of men (Norvell).

Another study examined the reading preferences of 419 sixth grade students from three different schools through a two-part survey (Worthy, Moorman & Turner, 1999). Students were directed in the first survey to check materials that they would choose to read if they had the time and opportunity. The list included items that would typically be assigned to school children

(young adult novels, poetry, information books, etc.) and those that would not usually be included (magazines, comics, and books written mainly for adults). The second survey was to allow students to name any books they would read that were not materials mentioned in the first survey.

The most preferred categories of reading materials were scary stories, books, cartoons, and comics (Worthy, Moorman, & Turner, 1999). Other top-rated materials included, sports books, drawing books, books or magazines about cars and trucks, books about animals, series books, funny novels, and magazines about people. When students selected “other” as a preference, 23% of the students wrote the names of popular magazines about topics that were not included in the survey.

On the second survey, students specified results that were consistent with the results found in the original survey (Worthy, Moorman, & Turner, 1999). Students specified an interest for specific scary stories, sports books, magazines, comics, and cartoons that were not included in the original survey. The results also determined materials that were least preferred by students.

The materials selected the least included encyclopedias, historical information books, math/science books, and biographies. In addition, when comparing the results of boys and girls, scary books, popular magazines, cartoons and comics, sports, drawing, and animals were among the top 10 for both boys and girls. Books about cars and trucks and almanacs were ranked higher

14 by boys than girls, while girls ranked funny novels and series books higher than boys (Worthy, et al.).

A study was also conducted with urban adolescents to gain a better understanding of their leisure reading habits and preferences (Hughes-Hassell & Rodge, 2007). It was found that females were more likely to read for pleasure than males (78% versus 64%). For both boys and girls, the most preferred reading material included magazines. Other preferred reading materials included comic books and reading materials from the Internet. It was found that books only accounted for 30% of the students’ leisure reading materials (Hughes-Hassell & Rodge). In addition, it was found that most popular topics to read about were celebrities, “people or characters like me,” sports figures, and musicians. The least popular topic for both boys and girls was reading about historical figures (Hughes-Hassell & Rodge).

Factors that Affect Book Selection

According to Kragler and Nolley (1996), allowing children to self-select their reading materials is a powerful motivator for getting children to read. Studies have shown that elements such as physical characteristics of a book and the characters in the story are elements that are taken into consideration when choosing books (Edmunds & Bauserman, 2006; Kragler &

Nolley; Swartz & Hendricks, 2000).

One such study was conducted with 17 fourth grade students to gain information on how and why students selected their instructional reading books (Kragler & Nolley, 1996). Results were obtained through interviews with the students on their book choices. It was found that the most frequently mentioned factor for choosing a book was recommendations made by peers or the classroom teacher. Physical characteristics of the stories were the second most popular response for reasons for selecting books. For example, students made comments on the cover of

15 the book and the illustrations. Other factors that were taken into consideration when selecting books included the topic of the book, the “fit” of the book, (number of pages, difficulty of words, etc.), and the authors and characters in the stories (Kragler & Nolley).

Factors that help influence book selection were again discovered in a study conducted by

Swartz and Hendricks (2000). These researchers conducted book chats (discussions about books between the researcher and one to six students) to discuss factors that influenced book selections with students with special needs. The book chats were audio taped and then transcribed for analysis. The following factors were found to influence the students’ book selections: topic/subject matter, author, writing style, characters, cover illustrations, back-of-the book summaries, title, length, recommendations from others, and movies and television shows related to the book (Swartz & Hendricks).

Edmunds and Bauserman (2006) completed another study in which students in kindergarten through fifth grade were interviewed to learn the reasons behind students’ motivations to read. It was found that personal interests, characteristics of books, and opportunity to self-select were reasons for reading narrative texts. According to Edmunds and Bauserman,

“One way, to increase children’s desire to read is to let them choose their own books. During the

Conversational Interview, children frequently discussed books they had chosen themselves” (p.

419). When it came to reading expository texts, students explained that the opportunity to learn and share new information, personal interests, and opportunity to choose their own book were reasons for selecting and reading an informational book. As for reading in general, students explained that once again, characteristics of books and knowledge gained from books were reasons for reading. Additional sources of motivation for reading came from recommendations and support from family members, teachers, and peers (Edmunds & Bauserman).

Overall, it appears that characteristics of stories and personal interests are among the popular responses for students when selecting books they want to read. Given that some studies have shown that elements of the story such as the illustrations and characters are factors in student’s book selections (Kragler & Nolley, 1996; Swartz & Hendricks, 2000), it becomes important that educators and librarians continuously evaluate their own classroom and library reading materials for students.

Significant Historical Research

Male and Female Storybook Character Preferences

One well-documented difference found in the research on book preferences of boys and girls is a preference for a leading character of the same gender (Beyard-Tyler & Sullivan, 1980;

Bleakley, Westerberg, & Hopkins, 1988, Connor & Serbin, 1978; Harkrader & Moore, 1997;

Johnson, Peer, & Baldwin, 1984; Norvell, 1958). In addition, Swartz and Hendricks (2000) found that the characters found in books are a deciding factor that students consider when selecting books they will read. They also found that the ability to relate to a particular character while reading a book was very important to students.

The following studies completed by various researchers help support the idea that most boys and girls enjoy reading stories about characters of their own gender. In addition, it was found that boys were particularly interested in reading stories about boys. This topic was seen as an important consideration in the aspect of learning more about aspects of stories that would better motivate students to read.

In a study conducted by Bleakley, Westerberg, and Hopkins (1988), students were randomly assigned a story with either a male or female main character and it was found that interest ratings were almost equal for boys and girls when the gender of the main character was

17 the same as their own. It was also found that that the interest ratings of girl readers, when the protagonist was male, dropped moderately, but when the main character was female, the interest ratings of boy readers dropped dramatically (Bleakly, et al.).

Similar results were found in a study conducted with fourth, sixth, and eighth graders

(Connor & Serbin, 1978). The study was designed to assess the effect of the gender of the main character in children’s stories on children’s responses to stories. The students in the study were presented with a story containing either a male or female main character. After reading each story, the children answered questions such as whether they liked the story, would like to be like the main character, whether they would want to do things that the main character did, or be friends with the main character. On all four questions, it was found that the responses by boys to a story with a female male character lead to less positive than responses to a story where the main character was a male. While it appeared that boys did not enjoy reading about girls as much as boys, generally the girls were less sensitive than the boys on reading a story with a main character of the opposite gender (Connor & Serbin).

Similarly, Johnson, Peer, and Baldwin (1984), assessed students’ preferences (grades four through ten) for various storybook protagonist characteristics. The students were asked whether they would like to read a book about a main character who was female or male, near their own age, younger then them, or older than them. It was found that 61.6% of the fourth grade males indicated that male protagonists were desirable and only 32.3% of the fourth grade boys reported positive responses for female protagonists. On the other hand, fourth grade girls appeared to respond positively to both male and female protagonists (Johnson, et al.). Again, this study revealed a finding that boys would much rather read stories with male characters than female characters.

Again, in Norvell’s What Boys and Girls like to Read (1958), various studies were

completed to depict reading interest factors that influenced third through sixth grade boys and

girls reading choices for various types of literature. One of the studies revealed boys’ and girls’

reactions to books in which boys and men were the principal characters compared to books in

which girls and women dominated the characters. “While girls enjoy 24 of the 82 boys’ books

better than do boys, not one of the girls’ books tested is rated higher by boys than by girls”

(Norvell, p. 40).

The idea that boys enjoy stories more when the main characters are male was also

supported when explored with students in grades seven through twelve. Smith and Eno (1961),

asked junior high and senior high students to complete a questionnaire that asked the following

question: “If you could have an author write a story-to-order for you, what would you have him

put in it?” (p. 343). When the students were asked what type of person they would select for the

leading character in the story, the boys showed a distinct preference for their own gender. The

tenth grade girls showed a similar request for a girl character as the leading character; whereas the twelfth grade girls appeared to ask for more boys than girls as the leading characters. As for the rest of the girls in the study, there were about twice as many requests for a girl than a boy character. The reasoning behind twelfth grade girls asking for more males than females as leading characters was thought to be have caused by a need for two leading characters, such as in romantic stories (Smith & Eno).

Likewise, in a similar study with adolescent students, Beyard-Tyler and Sullivan (1980) sought to determine whether students in grades seven, nine, and eleven prefer stories with female

protagonists or stories with male protagonists. The results showed that both girls and boys

showed a preference for protagonists of their own gender. Beyard-Tyler and Sullivan report,

“Girls chose an average of 1.18 female and .82 male synopses, whereas boys chose an average of

.77 female and 1.23 male synopses” (p. 114). In addition, the findings showed that only the preferences of girls for a same-gender character diminishes in strength as age increase, whereas boys’ preferences for characters of their same gender actually grow stronger with age (Beyard-

Tyler & Sullivan).

In addition, Murphy and Ross (1990) tested the theory of whether or not boys and girls preferred instructional materials featuring protagonists of their own gender, and found that the junior high females and especially males preferred solving math story problems in which the story featured a protagonist of their own gender. Similar to other findings, the tendency for these preferences was stronger for the male students compared to the females (Murphy & Ross).

These findings were also shown when testing preschoolers and first graders. Kropp and

Halverson (1983) studied 32 preschool children, ranging in age from 60 months to 75 months.

Each child was read four different stories with boys or girls as the main character, and with each story portraying a boy participating in a masculine activity or a girl participating in a feminine activity. The findings were consistent with past studies. “Girls preferred the story with a female character and a feminine activity and least preferred the story with a male character and a masculine activity. For boys, the reverse was true” (Kropp & Halverson, p. 261).

Yet again when testing this same idea with first grade students, Rose, Simet, and Bloom

(1972), conducted a study in which first graders were read five selected pairs of stories and were asked to indicate on individual answer sheets immediately after each pair of stories was read, which stories they preferred (Rose, et al.). The results of this study, in regards to boys and girls preference of stories based on the gender of the main character, were not different than past

20 research findings. “In this study, boys preferred Boy stories and girls preferred Girl stories”

(Rose, et al., p. 44).

Additionally Jose and Brewer (1984) demonstrated that same-gender protagonist can have an affect on a reader’s connection to storybook characters. A study was conducted to depict whether or not greater similarity and perceived identity between a character and reader would increase a reader’s enthusiasm and overall enjoyment of suspense stories. After each story was read, students in grades two, four, and six were asked 10 questions. Some of the questions included questions related to a reader’s perceived similarity, such as “The main character in this story is X. How much like X do you think you are? How much did you like X? Did you see yourself as X or not?” (Jose & Brewer, p. 914). The results showed that girls not only felt greater similarity to female characters, but also liked the female characters more. In the same way, the boys identified with the male characters more than the female characters and liked the male characters more than the female characters. The results found that when the gender of the character and reader were the same, an increase in similarity between the reader and character, likeness of the character, and in seeing oneself as the character occurred (Jose & Brewer).

A study was also conducted to examine not only at children’s preferences for the gender of the main character in a story, but also how the character’s gender affected a given student’s behavior. McArthur and Eisen (1976) conducted a study in which they examined the effects of achievement behavior by male and female storybook characters on children’s own achievement behavior. Preschool children were read one of three of the following different types of stories: a stereotype story depicting achievement-oriented behavior by a male but not by a female character, a story depicting achievement-oriented behavior by a female but not by a male character, or a control story depicting no achievement-oriented behavior. It was found that the

21 preschool boys and girls persisted more on tasks following a brief story depicting achievement behavior by a character of their same gender. McArthur and Eisen report, “The more children recalled about a story portraying achievement by a same-sex character, the longer they tended to persist on the terrarium task, while there was no relationship between persistence and recall about a story portraying achievement by an opposite-sex character” (pp. 471-472).

Despite the idea that boys do not enjoy reading stories about female characters or “girl stories”, it becomes important that educators do not persist in including reading materials in their instruction and classroom reading libraries that are filled with only male characters and “male” related activities. According to Langerman (1990), “When one seeks to find materials that will reach and encourage a certain audience to read-boys, in this particular case-one runs the risk of being termed sexist, racist, or censorious. Therefore, we must do our homework” (p. 136).

Gender Imbalance of Basal Readers

Despite countless evidence that both girls and boys prefer to read stories in which the protagonist is of their own gender, numerous studies have failed to show an equal representation of both male and female leading characters and illustrations in basal readers. Even if results have found that males dislike reading about opposite gender-characters more than females, it still leads girls to feel as if their gender is less fitted for the role of a main character in stories and may still lead them will less interesting and motivating reading materials. According to Hefflin

& Barksdale-Ladd (2001), “To find the best of this literature, then is to help these children find themselves in books. To read literature that mirrors themselves and their lives is to feel valued-to have power” (p. 818).

The following studies conducted throughout the past four decades have shown the same shocking results that male characters continue to outnumber females as leading characters in

basal readers (Foley & Boulware, 1996; Graebner, 1972; Hitchcock & Tompkins, 1987; Hunter

& Chick, 2005; Marten & Matlin, 1976; Purcell & Stewart, 1990; Wiik, 1973; Women on Words

& Images, 1975).

Graebner (1972) discusses one such study in which the notion of males outnumbering females as leading characters in elementary basal readers was examined. In this study, 554 stories in elementary reading books were studied. The basal reading series that were used were

Scott, Foresman and Company and Ginn and Company; both prominent basal readers used

during the time. The study examined the 1961 through 1963 editions (“old editions”) and the

1969 through 1971 editions (“new editions”). The results of the study showed that boys dominate

the story texts and pictures in the new editions as well as the old. “Boys outnumber the girls as major characters in stories (old 71.1 percent; new 75 percent) and in illustrations (old 58.1 percent; new 67.5 percent)” (Graebner, pp. 52-53).

Similarly, Women on Words and Images (1975) describe two studies which also examined elementary school readers for gender bias. In the first study, 134 elementary school readers from 14 different publishers were examined. From the 134 elementary school readers,

2,760 stories were read. The clearly male dominated ratios established between male and female characters and stories include the following: boy-centered stories to girl-centered stories 5:2; adult male main characters to adult female main characters 3:1; male biographies to female biographies 6:1; male animal stories to female animal stories 2:1; and male folk or fantasy stories to female fold or fantasy stories 4:1 (Women on Words & Images). None of the readers provided equal number of boys and girls stories. According to Women on Words and Images, “Even if the

stories that feature women and girls were all excellent from our point of view, however, there are simply not enough of them, nor are they sufficiently varied” (p. 11).

In the second study conducted in 1975, a content analysis was made using a sample of 83

readers from nine major publishers (Women on Words and Images, 1975). Researchers counted

the number of males and females in illustrations and the number of stories primarily about males

and the number of stories primarily about females. Once again there appeared to be a major

imbalance in the number of males and females depicted in the readers. The following ratios were

discovered: boy-centered stories to girl-centered stories 7:2; male illustrations to female illustrations 2:1; male occupations to female occupations 3:1; and male biographies to female biographies 2:1 (Women on Words and Images).

In another examination of basal readers, Wiik (1973) analyzed 15 literature anthologies

frequently used by the seventh, eighth, and ninth grade teachers in the junior high in which she

taught. She recorded the following aspects of each selection she sampled: the number of female

authors, the number of male authors, the number of female human major characters, the number

of male human major characters, the number of male animal major characters, and the number of

female animal major characters. Since Wiik counted each author individually and also counted

more than one major character for stories when it seemed appropriate, the total number of major

characters and authors exceeded the number of selections sampled. In the seventh grade

anthology she sampled 53 stories. The selections were written by 14 female authors and 39 male

authors. She counted a total of 43 male major characters compared to only five human female

major characters. There were four stories with male animals as main characters and no stories

with female animals as major characters. The eighth grade anthology showed very similar

findings. Of 39 selections sampled, 38 selections were written by male authors and nine

selections were written by female authors. Wiik counted 43 male major characters and only six

major characters who were females. There was only major character that was an animal from

each gender. From the ninth grade anthology, again the males outnumbered the females. Out of

36 selections, 30 were authored by males and seven were authored by females. While there were

28 male major characters and only nine major characters were female. Similarly, there were four

male animals and only one female animal as a main character (Wiik). In all three grade levels,

the males outnumbered the females as human main characters and authors of stories. In two out

of the three grade level anthologies, there were more male animals as main characters than

female animals.

Marten and Matlin (1976) examined 16 elementary readers for grades to observe whether

or not publishers were attempting to include more female characters in elementary readers. Eight

readers at the first grade level and eight readers at the sixth grade level were examined during

this study. The five publishers represented in the study included the following: Harcourt, Brace

Jovanovich, Inc., Lyons and Carnahan, Inc., J.B. Lippincott Co., Rinehart and Winston, Inc., and

Scott, Foresman and Co. Examining the 16 readers, a total of 609 stories were analyzed for the

proportion of women found in illustrations, as main characters, and in active roles. Half of the

books were published before 1971 (1956-1970) and the other half had been published after 1971

(1972-1975). The books were selected so that each publisher was represented by both a new and

old version of the first and sixth grade readers. The gender of the main character and the number of males and females in illustrations were recorded for each story.

The results indicated that females made up only 30% of all the people in illustrations and only 23% of the human main characters. Although there appeared to be an increase in the number females in illustrations compared to old textbook editions, this increase was only due to

the fact that sixth grade readers had improved (comparing percentages between the old and new

editions in first grade readers actually depicted a slight decrease in the number of female

illustrations). According to Marten and Matlin (1976), the situation may be improving, but

equality has not been reached. They define equality as 50% of the illustrations being female. In

the same way, when comparing the old and new reader editions for the number of female main

characters, Marten and Matlin argued, “This shows that there was indeed an increase in the

percentage of main characters who are female, but the increase is so slight that I did not show up

unless we combined both groups [first and sixth grade reader]” (p. 765).

Likewise, when Marten and Matlin (1976) analyzed the new and old sixth and first grade basal readers for changes in the number of active roles portrayed by females, it was found that

67% of all activities were active in the old editions; where as only 55% of the activities in which females were engaged in were active. Marten and Matlin add, “On the other hand, this proportion increased significantly for males, who have become even more active in the new books” (p. 767).

Again, more than a decade later, Hitchcock and Tompkins (1987) examined six basal reader textbook series for grades one, two, five, and six, published in 1985 or 1986. Each story was read and the main character was scored as male, female, or “other.” “Others” were stories in which the main character was shared by males and females or the main character was a personified animal. The occupations of female main characters were also tallied and listed in rank order. Unlike past findings, the results showed that that these publishers had reduced the sexism in basal reader stories. Males were main characters in 18% of the stories and females were the main characters in 17% of the stories. These results demonstrated that the number of males and females in the stories were nearly equal.

In Purcell and Stewart (1990), a replication of the 1972 study done by Women on Words and Images examined 62 readers being used in three Texas cities. The study involved a content analysis of 62 children’s readers in use in 1989 to determine if males and females were still

26 shown in gender-stereotyped roles and whether or not males still dominated the illustrations and leading roles in the stories. The results continued to show male-centered stories outnumbering female-centered stories in several categories. While not as significant as the 1972 study, the results indicated more male adult centered stories than female centered stories. While the 1972 study depicted a male to female ratio of 3:1, the current study indicated ratio of 4:3. In addition, it was found that there were more biographies of females than males in the current study. When it came to analyzing child-focused stories there was a great variety in the results. Four of the series had more female-child stories than male-child stories, one had an equal number, and one had twice as many male-focused child stories as female. In the category of animal stories and folktales, there were significantly more male-centered stories than female centered stories. In addition, males were pictured more than females; there were 9,191 illustrations of men and only

7,053 illustrations of women. According to Purcell and Stewart, “Constant attention will assure that the quality of these textbooks continues to increase, and that the standards are not allowed to lapse. By improving the quality of role models, we improve the quality of children’s lives, and we improve the quality of tomorrow” (p. 184).

Despite evidence from Hitchcock’s and Tompkins’ (1987) and Purcell’s and Stewart’s

(1990) studies that publishers have made an attempt to reduce the gender bias in basal readers, a study done less than a decade later failed to show a balance between male and female characters

(Foley & Boulware, 1996). Three basal reading textbooks for seventh grade were examined. The results showed male characters still made up 70% of the 415 characters examined. While male characters appeared to be evenly distributed as main, minor and supporting character, only 19% of the main characters in the readers were female and appeared more often as supporting or minor characters (Foley & Boulware). According to Foley and Boulware, “Today’s basals

certainly do not suggest to either sex that all students in the classroom are equally important and

equally capable in the home and workplace” (p. 221).

Even with the overwhelming evidence portraying gender imbalance in elementary basal

readers throughout the past three decades, little progress has been made to improve these

imbalances (Hunter & Chick, 2005). A study done in 2002 once again failed to show a balance

between the number of male and female characters portrayed in stories. The recent study, done in

the fall of 2002, analyzed stories for gender bias in the following four well-utilized elementary

basal reading series: Houghton Mifflin, 2001; McGraw-Hill, 2001; Scott Foresman, 2002; and

SRA, 1995 (Hunter & Chick). A total of 746 stories in 47 books for grades two through six were

evaluated and information in each of the stories about main character gender, species, age, and if applicable, occupation, were recorded.

The results indicated that there were 998 male characters and 780 female characters presented in the 746 stories assessed (Hunter & Chick, 2005). These results demonstrated that the number of male main characters was significantly greater than the number of female main characters. Other results indicated that the difference in the number of male and female

employed characters and the difference in the number of male and female illustrations were

significant. According to Hunter and Chick, “Data gathered from basal readers in use in 2002 indicated continued gender imbalance. This was evident in a greater number of male characters, as well as more frequent appearance of males in illustrations” (p.71).

According to Bleakley, Westerberg, and Hopkins (1988), the greater tolerance for girls to read stories in which boys are the main character may simply be their own social adaptation given that throughout decades male characters have continued to dominate the literature they

read. “Such dominance would seem to be unfair to girls-preventing them from having equal

access to recreational reading materials of greatest interest to them” (p. 153).

Gender Imbalance in Children’s Books

In the same way, various studies have been done to examine the portrayal of both genders in prominent picture books for children (Brugeilles, Cromer, Cromer & Andreyev, 2002;

Hillman, 1974; Worland, 2008). When speaking of studies that analyzed children’s gender

equality in children’s books, Worland writes, “While numerous statistics show progress, almost

all of the researchers still found picture books to be lacking in real gender equality” (p. 44).

Bernstein (1974 found that even children’s books that were claimed by publishers to contain female protagonists included males as main characters with females in secondary roles.

Hillman (1974) compared the changes in gender role standards in two different periods of children’s literature. The two time periods include children’s literature from the 1930s and

children’s literature from the mid 1960s to the mid 1970s. The results supported the hypothesis

that the number of males would exceed the number of females in both time periods. The average

percentage of males during the 1930s period was 64.7% and the average percentage of females

was only 35.3%. In the mid-1960s to the mid 1970s time period, again the average percentage of

males outnumbered the females. The average percentage of males was 61.2% while the average

percentage of females was only 38.8% (Hillman).

In 1972, Weitzman, Eifler, Hokada, and Ross compared the gender representations in

titles, illustrations, and characterization of Caldecott and other highly regarded picture books.

The results showed the following shocking evidence: “Women are simply invisible. We found

that females were underrepresented in the titles, central roles, pictures, and stories of every

sample of books examined” (p. 1128).

Although some may consider these females being under-represented in picture books to only a problem of the past, a recent study of 200 award-winning or best-selling picture books published mainly between 1995 and 2001 continued to discover an alarming under- representation of female characters (Hamilton, Anderson, Broaddus & Young, 2006). The results indicated that adult and child male characters overall, male title characters, male main characters, and male pictures outnumbered female characters and pictures. Among popular books, 95 had male main characters, and only 52 had female leading characters. In addition, there was close to twice as many male as female adult characters per book overall and 53% more pictures were represented of boys than girls. According to Hamilton, et al., “In conclusion, modern children’s picture books continue to provide nightly reinforcement of the idea that boys and men are more interesting and important than girls and women” (p. 764).

Strategies for Educators

Given the overwhelming evidence that children’s literature continues to be dominated by male leading characters, it is educators’ responsibility to be aware of any gender aspects of the literature they include in their classroom libraries, use as instructional materials, and allow their children to read. According to Schulwitz (1976), there are several steps that teachers should take in this situation. Teachers should read through the materials they use in their classrooms and be aware of any sexist language or concepts the books contain. Stories or books that are extremely gender biased should be omitted or modified by the teacher. For example if several stories show only boys playing baseball, the girls in the classroom should be asked if they also like to play baseball. Students should be made aware that most stories could include both females and males participating in the same activities and events (Schulwitz).

In addition, teachers should get to know their students’ individual interests and include reading materials that are interesting to all the students in the class. According to Worthy (1996),

“Making interesting materials available for free reading may encourage otherwise reluctant

readers to read’ (p. 211).

Summary

Countless studies have indicated the importance of motivation in getting children to read and gaining a love for reading. When looking at students’ reading preferences, it appears that boys and girls have their own individual preferences of the types of stories they enjoy reading.

Boys have a greater preference for non-fiction stories compared to girls who prefer fictional selections. It appears that preferences by both genders include scary stories, comical stories, comics, cartoons, and popular magazines.

When selecting books it appeared that personal interests and characteristics of the stories were factors that were taken into consideration. It was also found that the characters were an important aspect of story selection. Studies portrayed the idea that both boys and girls prefer to read stories with leading characters of their own gender. Although boys’ preference for reading stories about their own gender appears to be more significant than females’ preferences for reading about their own gender, this idea was thought to be related to the impression that most literature continues to be dominated by male characters. Given that more stories include male leading characters, girls have simply adjusted to reading stories with male leading characters, despite having interest in books with girl characters. Despite countless studies that have supported the idea that basal readers and children’s books continue to be dominated by male characters, little progress has been made in creating an equal balance of boys and girls as leading characters in children’s literature even in the twenty-first century.

CHAPTER III. METHODS AND PROCEDURES

While readers are often eager to read stories in which they can relate to the characters

involved, countless studies have indicated that there continues to be an unequal representation of

males and females in both elementary basal readers and prominent children’s books during the

past four decades. Research has shown that when students are interested in the characters they

read about and are able to make connections to them, students are much more likely to see how

reading relates to their own lives and will more likely become motivated to read for pleasure

(Hefflin & Barksdale-Ladd, 2001). This chapter will explain the methods and procedures used to

conduct this study. The study examined selected third grade basal series for evidence of gender

bias found in their basal passages’ character illustrations; gender of main, minor, and mentioned

characters; genre and content, and main character characteristics.

Methods

Research Design

Passage selections from the following three recently published basal reading series for third grade were examined in the study: 2008 Scott Foresman Reading Street series, 2005

SRA/McGraw-Hill Open Court Reading series, and 2007 Harcourt Trophies series. A content analysis for each story was conducted. Content analysis, as defined by Gay (1987) is “the

systematic, quantitative description of the composition of the object of the study” (p. 236).

Kerlinger (1973) explains that “content analysis is a method of studying and analyzing

communications in a systematic, objective, and quantitative manner to measure variables” (p.

19). This type of research design can be treated as a method of observation based on forms of

communication. As Riffe, Lacy, and Fico (1998) clarify, there are many different types of

“communication” suitable for content analysis. “All communication uses symbols, whether

verbal, textual, or images” (p. 23). The content analysis utilized for this study included a content

analysis that examined both the images and text used in selected basal reader passages.

Data Source

Recently published editions of the following three basal reader textbook series were examined in this study: 2008 Scott Foresman Reading Street series, 2005 SRA/McGraw-Hill

Open Court Reading series, and 2007 Harcourt Trophies series. These basal reader textbook series were selected for the study based the following criteria: the series were offered to local

districts in the State of Ohio for adoption; the series were published by major education

publishers, and the series were current editions of each series. The third grade passages in each

series were evaluated. The third grade series were also selected because the content was greater

than those found in kindergarten through second grade series. In addition, passages in each of the

two books given for third grade readers were evaluated from each of the three publishers.

Instrumentation

Four separate data matrices were used to complete the content analysis. The data matrices

were created based upon the project data sheet used by Hunter and Chick (2005). The data

matrices were used to record the data collected from each passage read and analyzed (see

Appendix A, B, C, D).

The first matrix (see Appendix A) was adapted according to the datasheet created by

Hunter and Chick (2005). The matrix included a section to record the name of the publisher in

which the passage was found, the title of the passage, total number of illustrations in the passage,

and also total number and percentage of each category of illustrations found in the passage: male

illustrations, female illustrations, and team illustrations. Male and female illustrations were

characterized using hair, clothing, and body shape as male or female (Purcell & Stewart, 1990).

Only pictures of human characters were counted. Male illustrations were characterized as

illustrations containing one or more male characters shown together. Female illustrations were

characterized as illustrations containing one or more female characters shown together and team

illustrations were characterized as illustrations containing two or more male and female

characters shown together.

The second matrix (see Appendix B) was adapted according to the datasheet created by

Hunter and Chick (2005). The matrix included a section to record the name of the publisher in

which the passage was found, the title of the passage, the name and gender of the main

character(s), the name and gender of the minor character(s), and the name and gender of the

mentioned character(s). Main characters were identified as characters who were the focus of the

story (Gillespie, Powell, Clements, & Swearingen, 1994), and who were clearly critical to story

content (Hunter & Chick, 2005). Minor characters were identified as characters who appear in

the story and contribute to the storyline (Gillespie, et al., 1994). Mentioned characters were

identified as characters referenced in the story, but who do not contribute to the storyline

(Gillespie, et al., 1994). The genders of main, minor, and mentioned characters were indicated

according to pronouns such as “he” and “she,” gender specific terms, such as “father” and

“mother,” and titles such as “Mr.” and Mrs.”(Hunter & Chick, 2005). When gender specific

pronouns were not indicated, gender was identified according to hair, clothing, and body shape

(Purcell & Stewart, 1990). Gender was indicated as “not identified” for characters in which no

gender specific pronouns were indicated and illustrations were not present or did not clearly identify a male or female character according to hair, clothing, and body shape.

The third matrix (see Appendix C) was adapted according to the datasheet created by

Hunter and Chick (2005). The matrix included a section to record the name of the publisher in

which the passage was found, the title of the passage, genre of the passage, and passage content.

Passage genre was classified for each story according to the specified genre indicated and

possibly defined according to the third grade basal reader. The 2008 Scott Foresman Reading

Street series and 2007 Harcourt Trophies series provided definitions along with the genre

indicated for each passage. Content included a short, one-to-two sentence synopsis of the story.

The fourth and final matrix (see Appendix D) was adapted according to the datasheet

created by Hunter and Chick (2005). The matrix included a section to record the name of the

publisher in which the passage was found, the title of the passage, the gender of the main

character(s), whether the main character(s) was passive or active, whether the main character(s)

was a protagonist or antagonist, and other distinguishing characteristics of the main character(s).

The main character(s)’ gender was indicated according to the pronouns “he” and “she,” the gender specific terms “father” and “mother,” and titles “Mr.” and Mrs.,”(Hunter & Chick, 2005).

Passive and active characters will be characterized according to Evans and Davies (2000). If a character was shown following another’s lead and/or being inactive in a situation, he/she was identified as portraying a passive role. A character taking charge and/or being active in a situation (Evans & Davies, 2000) was identified as active. A protagonist was classified according to dictionary.com as the leading character, hero, or heroine of a drama or other literary work. An antagonist was classified according to dictionary.com as the adversary of the hero or protagonist of a drama or other literary work. Any distinctive personality traits that personified the character

(such as abusive, jealous, sensitive, etc.) were noted in the “other distinguishing characteristics” section.

Procedures

Specific steps were taken to collect essential data for this study. First, the researcher identified the desired selection of basal readers to be used in the study. After the desired basal series were obtained, each of the main passages contained in the two third grade textbooks from all three selected third grade basal reader series (Scott Foresman, SRA/McGraw Hill, and

Harcourt) were carefully read and reviewed. Skill lessons and poems from each basal series were not analyzed based on their limited content. After reading and reviewing the passages found in each basal series, a content analysis on each passage was conducted using four separate data matrices (see Appendix A, B, C, D). The process began by recording the name of the publisher in which the passage was read and the title and author of the passage on each of the four matrices. For each passage the number of female and male main, minor, and mention characters, as well as the number of each gender represented in illustrations were counted. The percent of male illustrations, female illustrations, and team illustrations were calculated and depicted in the illustration matrix.

Next, the name and gender of each main, minor, and mentioned character was recorded for each basal passage in the gender of characters matrix. The genders of main, minor, and mentioned characters were indicated according to pronouns such as “he” and “she,” gender specific terms, such as “father” and “mother,” and titles such as “Mr.” and Mrs.”(Hunter &

Chick, 2005). When gender specific pronouns were not indicated, gender was identified according to hair, clothing, and body shape (Purcell & Stewart, 1990). Gender was indicated as

“not identified” for characters in which no gender specific pronouns were indicated and illustrations were not present or did not clearly identify a male or female character according to hair, clothing, and body shape.

Then, the genre of each story was recorded on the genre and content data matrix. The

genre of each story was depicted according to the genre of the passage indicated in each basal

series. If a definition of the genre was also indicated such as in the 2008 Scott Foresman Reading

Street series and 2007 Harcourt Trophies series, the definitions were also recorded along with the

genre indicated on the genre and content data matrix. Next, the content of each story was

recorded on the genre and content data matrix by including a short, one-to-two sentence synopsis

of each passage read and reviewed.

Lastly, the main character(s) from each passage were once again recorded according to

their designated gender and then categorized as a protagonist or antagonist character and an

active or passive character. Any distinguishing characteristics of the main character(s) from each

passage were also recorded on the main character characteristics data matrix.

Data Collection

Gender bias found within each of the three third grade basal reader series (2008 Scott

Foresman Reading Street series, 2005 SRA/McGraw-Hill Open Court Reading series, and 2007

Harcourt Trophies series) was examined according to the total number of females and males found in main, minor, and mentioned roles throughout each basal series as well as through the total number of male, female, and team illustrations depicted throughout each of the three third grade basal reader series. Gender bias was also examined by recording the genre and content of each passage, distinguishing whether or not main characters of each gender were depicted as protagonists or antagonists and active characters or passive characters, and also noting any other distinguishing characteristics of each character. Data were collected by recording the appropriate information on the four data matrices (see Appendix A, B, C, D) for each passage read and reviewed.

Data Analysis

The data recorded on the data matrices were analyzed using descriptive statistics. Results

were also shown in both visual and narrative form. The number of male, female, and team

illustrations was reported as frequency counts. The percent of male, female, and team

illustrations were calculated by dividing the total number of male, female, and team illustrations

by the total number of illustrations for each basal series. The percent of each category of illustrations (male, female, and team) was depicted in the form of pie charts created through

Microsoft excel. In the same way, the numbers of male and female main, minor, and mentioned characters were reported using frequency counts. The total number of male and female main, minor and mentioned characters were also depicted in visual form through bar graphs using

Microsoft excel. The genre, content, and main character characteristics were also analyzed by reviewing the material found in their corresponding data matrices and depicting similarities, patterns among the recorded data, as well as any other noteworthy findings. Each basal series was analyzed based on the data collected for each of the four criteria, and then conclusions were drawn from the data from the three basal reading series.

Summary

Stories in three recently published basal reading series for grades three were examined in

the study. A content analysis for each story was performed and results were recorded on four separate data matrices. After each story was read and reviewed, the number of male, female, and team illustrations were recorded, as well as the total number of male and female main, minor, and mentioned characters. In addition, the genre and content of each story was recorded in the form of a short written synopsis of each passage. Lastly, main characters were distinguished as protagonists or antagonists and active or passive, and distinguishing characteristics were noted

38 for each main character. The results will help determine whether or not recent basal readers used in elementary grades continue to include gender imbalance through the illustrations; gender of characters; genre and content, and main character characteristics found in their passages.

CHAPTER IV. DATA ANALYSIS AND DISCUSSION OF RESULTS

After reading and analyzing the main passages from the following third grade basal

readers, 2008 Scott Foresman Reading Street series, 2005 SRA/McGraw-Hill Open Court

Reading series, and 2007 Harcourt Trophies series, data were collected by entering information into a series of matrices. This chapter presents the results of a content analysis of three recently published third grade basal readers for evidence of gender bias found in their basal passages’ character illustrations; gender of main, minor, and mentioned characters; genre and content, and main character characteristics.

Data Analysis

Character Illustrations

Scott Foresman

After reading and reviewing 30 passages from the third grade 2008 Scott Foresman basal reader series, there were a total of 297 total human illustrations (see Appendix E). Of the 297 total human illustrations, 154 team illustrations were present; 84 male illustrations were present, and 59 female illustrations (see Chart 1) were present. Team illustrations made up more than half of the illustrations (51.85%); male illustrations made up 28.28% of the illustrations, and female illustrations made up 19.87% of the basal passage illustrations. The basal passages most often featured illustrations containing at least one male and female character shown together while

least often featured illustrations containing one or more female characters shown together.

SRA/McGraw Hill

After reading and reviewing 36 passages from the third grade 2005 SRA/McGraw Hill

basal reader series, there were a total of 341human illustrations (see Appendix E). Of those

Chart 1

Analysis of Illustrations in Scott Foresman Third Grade Readers

Scott Foresman Total

Male Illustrations 28%

Team Illustrations 52%

Female Illustrations 20%

341 human illustrations, 159 male illustrations were present; 126 team illustrations were present, and 56 female illustrations were present in the passages (see Chart 2). Male illustrations constituted nearly half of the total human illustrations (46.63%); team illustrations made up

36.95%, and female illustrations made up 16.42% of the basal passage human illustrations.

Illustrations containing one or more female characters shown together were displayed the least number of times throughout the series. Illustrations containing one or more male characters shown together were featured most frequently.

Harcourt

After reading and reviewing 38 passages from the third grade 2007 Harcourt basal reader series, there were a total of 343 human illustration counted (see Appendix E). Of the 343 human illustrations, 142 team illustrations were present; 127 male illustrations were present, and 74 female illustrations were present (see Chart 3). Team illustrations included 41.40% of the total human illustrations; male illustrations comprised 37.03% of the illustrations, and female illustrations made up only 21.57% of the basal passage human illustrations. Illustrations containing one or more male and female characters shown together were featured most

Chart 2

Analysis of Illustrations in SRA/McGraw Hill Third Grade Readers

SRA McGraw Hill Total

Team Illustrations 37% Male Illustrations 47%

Female Illustrations 16%

frequently, while illustrations containing one or more female characters shown together were featured least frequently.

Chart 3

Analysis of Illustrations in Harcourt Third Grade Readers

Harcourt Total

Male Illstrations Team Illustrations 37% 41%

Female Illustrations 22%

Gender of Main, Minor, and Mentioned Characters

Scott Foresman

After reading and reviewing 30 passages from the third grade 2008 Scott Foresman basal reader series, there were more male main, minor, and mentioned characters depicted in the

42 passages (see Appendix E). When counting the total number of main characters in all the basal passages, there were a total of 17 male main characters and 13 female main characters (see Chart

4). When examining minor characters, there were a total of 48 male minor characters and 33 female minor characters (see Chart 5). In the same way, when evaluating mentioned characters, there were a total of 25 male mentioned characters and 20 female mentioned characters (see

Chart 6).

Chart 4

Analysis Of Main Characters In Scott Foreman Basals

Scott Foresman Total

20 17

15 13

0 Male Main Characters Female Main Characters

Chart 5

Analysis Of Minor Characters In Scott Foreman Basals

Scott Foresman Total

60 48 50

40 33 30 20 10 0 Male Minor Characters Female Minor Characters

Chart 6

Analysis Of Mentioned Characters In Scott Foreman Basals

Scott Foresman Total

30 25 25 20 20 15 10 5 0 Male Mentioned Characters Female Mentioned Characters

SRA/McGraw Hill

After reading and reviewing 36 passages from the third grade 2005 SRA/McGraw Hill

basal reader series, it was found that there were more male main, minor, and mentioned

characters depicted in the passages (see Appendix E). When counting the total number of main

characters in all the basal passages, there were a total of 25 male main characters and 16 female main characters (see Chart 7). In the same way, when examining minor characters in the basal passages, there were a total of 65 male minor characters and 42 female minor characters (see

Chart 8). Lastly, when counting the total number of mentioned characters in all the basal passages, there were 25 male mentioned characters and 19 female mentioned characters (see

Chart 9).

Harcourt

After reading and reviewing 38 passages from the third grade 2007 Harcourt basal reader series, it was found that there were more male main and minor characters and more female mentioned characters depicted in the passages (see Appendix E). When counting the total

Chart 7

Analysis Of Main Characters In SRA/McGraw Hill Basals

SRA/McGraw Hil Total

30 25 25

20 16 15 10 5 0 Male Main Characters Female Main Characters

Chart 8

Analysis Of Minor Characters In SRA/McGraw Hill Basals

SRA/McGraw Hil Total

70 65 60 50 42 40 30 20 10 0 Male Minor Characters Female Minor Characters

number of main characters in all the basal passages, there were a total of 21 male main characters and 15 female main characters (see Chart 10). Similarly, when counting the total number of minor characters, there were 59 male minor characters and 44 female minor characters (see Chart

11). Lastly, when calculating the total number of mentioned characters, there were 9 male mentioned characters and 13 female mentioned characters (see Chart 12).

Chart 9

Analysis Of Mentioned Characters In SRA/McGraw Hill Basals

SRA/McGraw Hil Total

30 25 25 19 20

15 10

5 0 Male Mentioned Characters Female Mentioned Characters

Chart 10

Analysis Of Main Characters In Harcourt Basals

Harcourt Total

25 21 20 15 15

0 Male Main Characters Female Main Characters

Chart 11

Analysis Of Minor Characters In Harcourt Basals

Harcourt Total

70 59 60 50 44 40 30 20 10 0 Male Minor Characters Female Minor Characters

Chart 12

Analysis Of Mentioned Characters In Harcourt Basals

Harcourt Total

14 13 12 10 9 8 6 4 2 0 Male Mentioned Characters Female Mentioned Characters

Story Genre and Content

Scott Foresman Genre

After reading and reviewing the story genre and content of the 30 basal passages from the

third grade 2008 Scott Foresman basal reader series, it was found that the majority of the passages consisted of fictional material (see Appendix G). Of the 30 basal passages, 21 of the passages were fiction, while only nine passages were nonfiction. This meant that 70% of the

passages were fiction, while only 30% of the passages were nonfiction. The fictional passages included the following genres: fantasy, folktale, realistic fiction, animal fantasy, historical fiction, fable, fiction, and play. Fantasy was defined according to the basal series as a story in which unbelievable things happen and folktale was defined according to the basal series as a story or legend from another land that is handed down from one generation to the next. Realistic fiction was defined according to the basal series as a made up story that could happen in real life and animal fantasy was defined according to the basal series as a story with animal characters that behave like people. Historical fiction was defined according to the basal series as a made-up story that takes place in the past and fable was defined according to the basal series as a story that teaches a lesson or moral. Fiction was defined according to the basal series as a made-up story and play was defined according to the basal series as uses a cast of characters.

The nonfiction passages included the following genres: expository nonfiction, narrative nonfiction, biography, photo essay, and non-fiction. Expository nonfiction was defined according to the basal series as gives information about the real world and narrative nonfiction was defined according to the basal series as gives information about real people and events in the form of a story. Biography was defined according to the basal series as a story about a real person’s life,

written by another person and photo essay was defined according to the basal series as relies on

photographs to help give factual information. Lastly, non-fiction was defined according to the

basal series as text which explains something about real life.

Scott Foresman Content

Fantasy. Three fantasy passages were indicated. The first fantasy passage, Wings by

Christopher Myers, depicts a girl who has the courage to stand up for a new boy at school who is

constantly teased for having a set of wings. The second fantasy passage, Elena’s Serenade by

Campbell Geeslin, depicts a Mexican girl named Elena who is upset when her father says she is

too young to learn how to be a glassblower. When she decides to take a trip to Monterrey, where

the great glassblowers are, Elena is surprised to find that she has the ability to create beautiful

music and glass objects when she blows into her pipe. The third and final fantasy passage,

Prudy’s Problem and How She Solved It by Carey Armstrong-Ellis, depicts a girl named Prudy

who ends up with a big dilemma when her collection of possessions grows so big that her room

actually explodes. She must find a solution to her problem that still allows her to continue to

collect belongings.

Folktale. One folktale passage was identified. Fly, Eagle, Fly: An African Tale retold by

Christopher Gregorowski, includes the following content: A farmer looking for a lost calf after a

terrible storm finds an eagle chick blown from its nest and brings it home to live among his

chickens. Although the farmer trains the eagle to be a chicken, the farmer’s friend struggles to

prove to the farmer and the eagle itself that the eagle is not a chicken.

Realistic Fiction. Ten realistic fiction passages were found basal readers. The first

realistic fiction passage, Suki’s Kimono by Chieri Uegaki, depicts a girl named Suki wants to wear a kimono that her grandmother gave her on the very first day of school, even though her sisters warn her that she will be made fun of for wearing it. The second realistic fiction passage,

Good-bye 382 Shin Dang Dong by Frances Park and Ginger Park, depicts a Korean girl named

Jangmi who is sad when she learns she must leave her home country and move to America. The third realistic passage, Jalapeno Bagels by Natasha Wing, depicts a boy named Pablo who ponders over what to bake and bring to school for International Day. Pablo helps his parents prepare food at their bakery before deciding to bring jalapeno bagels.

The fourth realistic passage, Me and Uncle Romie by Claire Hartfield, depicts a boy named James is unsure what to expect when he has to spend part of the summer with his Uncle

Romie and Aunt Nanette in New York City. The fifth realistic fiction passage, Happy Birthday

Mr. Kang by Susan L. Roth, depicts Mr. Kang, a poet who was born in China, makes a wish on his seventieth birthday for a pet bird. After getting a pet bird and befriending it, he decides to let the bird go free, given that America is the land of the free. The sixth realistic passage, Alexander

Who Used to Be Rich Last Sunday by Judith Viorst, depicts a boy named Alexander who discusses how he had lots of money last Sunday until he gradually spent all of it.

The seventh realistic passage, My Rows and Piles of Coins by Tololwa M. Mollel, a boy named Saruni who saves up the money he earns helping his mother with market work on

Saturdays to buy his very own bicycle. The eighth realistic passage, A Day’s Work by Eve

Bunting, depicts a boy named Francisco who helps his Spanish speaking grandfather find work as a gardener in California. When his grandfather learns that Francisco lied to get him the job, he makes them both do a huge favor for their new employee. The ninth realistic fiction passage, The

Gardener by Sarah Stewart, depicts a girl name Lydia who writes a series of letters to her family explaining what has happened since she moved to the city to live with her Uncle Jim after her father loses his job. In the letters she shares how she has been working on a special rooftop garden in hopes of making her Uncle Jim smile. The tenth and final realistic fiction story, Night

Letters by Palmyra LoMonaco, depicts a girl named Lily who takes her regular early evening walk to read and copy “night letters,” messages left from the various objects, animals, and plants in her yard.

Animal Fantasy. Two animal fantasy passages were found. The first animal fantasy passage, Two Bad Ants by Chris Van Allsburg, depicts a group of ants who are out gathering

more “delicious sparkling crystals” for their queen ant, when two of the ants decide to stay

behind, desiring to eat the tasty crystals everyday, forever. When a scary turn of events take

place for the two ants they decide they are better off at home. The second animal fantasy passage, Tops and Bottoms adapted by Janet Stevens, depicts the story of what happens after

Hare and his family find themselves in debt. Hare makes a business deal with sleepy Bear, saying that if he plants and harvests Bear’s garden, they can split the profits. All Bear has to do is choose the half he wants - tops or bottoms. When sleepy Bear takes tops, he finds that he's been tricked by clever Hare when the harvest comes in and he only receives the top leaves from carrots, radishes, and beets.

Historical Fiction. There were two historical fiction passages in the readers. The first historical fiction passage, Boom Town by Sonia Levitin, depicts what happens after a girl named

Amanda’s family moves west to California where her father hopes to strike gold while working in the gold fields. Amanda decides to make her own money by baking pies. Amanda soon begins to encourage other people in her town to provide more services, such as a general store, bank, and school for the town to grow and succeed. The second historical fiction passage, William’s

House by Ginger Howard, shares a story of a man named William who is building a house in

New England in 1637. William soon finds that the house he builds is constantly being modified to adjust to the changing weather throughout the year.

Fable. One fable was included in the two readers. What About Me? By Ed Young,

contains the following content: A boy who longs for knowledge from the “Grand Master,” finds himself on a long journey of helping other people to finally receive the knowledge he desires

from the “Grand Master.”

Fiction. There was one fiction passage located. A Symphony of Whales by Steve Schuch,

contains the following content: a girl named Glashka is the only one in her village who can hear

musical messages from the whales. When she discovers thousands of whales trapped by frozen

ice surrounding the water, she urges the crew of a Russian icebreaker to add human music to the

whale calls they are broadcasting to reassure the beluga whales it is safe to follow the ship out to

the open part of the water.

Play. One play was included in the two readers examined. Pushing Up the Sky by Joseph

Bruchac, shares a story about a time long ago when the sky was so close to the earth that many

tall people would bump their heads on the sky. When the “seven wisest chiefs” get together and

decide to push up the sky, they learn it is too heavy to do on their own. To successfully push up

the sky all the people had to work together.

Expository Fiction. The three expository fiction passages were included in the two readers for this series. The first expository fiction passage, Hottest Coldest Highest Deepest by

Steve Jenkins, describes several natural wonders of the world. Some of the places included are the hottest, coldest, windiest, snowiest, highest, and deepest places on Earth. The second expository fiction passage, Penguin Chick by Betty Tatham, discusses the events that take place after a female emperor penguin lays an egg. The story shares what the female and male penguin do up until the egg hatches and then how they care for their penguin chick until he is old enough to travel the ocean. The third and final expository fiction passage, Volcanoes: Natures Incredible

Fireworks By David L. Harrison, teaches interesting facts about volcanoes, including how and why they erupt, and the reasons why people study volcanoes.

Narrative Non-Fiction. Two narrative nonfiction passages were included in the books examined. The first narrative nonfiction passage, The Story of the Statue of Liberty by Betsy and

Giulio Maestro, describes how the Statue of Liberty was designed and built and what led to its

final placement in New York. The second narrative nonfiction passage, How My Family Lives in

America by Susan Kuklin, discusses how three American children who have at least one parent

who did not grow up in the United States bring their heritage to American.

Biography. There were two biography passages identified. The first biography, Rocks in

His Head by Carol Otis Hurst, depicts the story of the narrator of the story’s father and how his love of collecting rocks led to his job as an expert of rocks at a local museum. The second and

final biography, America’s Champion Swimmer: Gertrude Ederle by David A. Adler, shares the

story of famous swimmer, Gertrude Ederle and how she became the first woman to swim the

English Channel.

Photo Essay. One photo essay was included in the two basal readers examined. Talking

Walls: Art for the People by Katacha Diaz, discusses several murals painted by artists such as

Hector Ponce, Joshua Sarantitis, and Paul and David Botello and how the paintings share

personal stories, social beliefs, and inspiration to those who see them.

Non-Fiction. One nonfiction passage, If You Made a Million by David M. Schwartz, was

included. It contains the following content: a magician shows how various amounts of money can be spent, saved, or brought to the bank to earn interest.

SRA/McGraw Hill Genre

After reading and reviewing the story genre and content of the 36 basal passages from the third grade 2005 SRA/McGraw Hill basal reader series, it was found that the majority of the passages were made up of fictional material (see Appendix G). Of 36 passages, 28 passages were fiction, while only eight passages in the basal series were nonfiction. This meant that 78% of the passages were fiction, while only 22% were nonfiction. The fictional passages included the

following genres: Realistic fiction, myth, fantasy, fairy tale, African folktale, legend, historical

fiction, tall tale, and fable. The non-fiction passages included the following genres: biography

and expository text.

Realistic Fiction. There were 18 realistic fiction passages included in two basal readers

examined in this series. The first realistic fiction passage, Gloria Who Might Be My Best Friend

by Ann Cameron, describes how a boy named Julian becomes friends with his new neighbor,

Gloria, despite her being a girl. The second realistic fiction passage, Angel Child, Dragon Child by Michele Maria Surat, describes how a girl named Ut struggles at her new American school, because she is missing her mother who is still in Vietnam. Because of cultural and language barriers, she is made fun of by a boy named Raymond who later on, after the two are forced to communicate, helps her raise money for Ut’s mother to move to the United States.

The third realistic fiction passage, The Tree House by Lois Lowry, describes how a girl

named Chrissy’s grandfather builds her a tree house that she does not want to share with anyone,

especially her neighbor, Leah. When Leah’s father builds Leah her own tree house, the girls

realize after spending hours in their separate houses, that it is more fun to be together and share.

The fourth realistic fiction passage, Rugby & Rosie by Nan Parson Rossiter, depicts how a young boy’s family raises a new puppy to be a guide dog. The puppy, Rosie, and the family dog,

Rugby, become friends and the family becomes attached, making it difficult for the family to give Rosie to her new owner. A fifth realistic fiction passage, The Boy Who Didn’t Believe in

Spring by Lucille Clifton, describes how a young boy named King Shabazz takes his friend Tony

Polito on a journey through the city to find spring.

A sixth realistic fiction story, Two Days in May by Harriet Peck Taylor, describes how a girl named Sonia alerts her mother about a beautiful family of deer that are in their city garden

behind their apartment building. When the whole community learns that the city plans to kill the

deer, they join together and protest. By calling the wildlife rescue organization, they save the

lives of the deer and find them a home. A seventh realistic fiction story, Secret Place by Eve

Bunting, describes how a young boy finds a secret river full of wildlife hidden in the loud, busy

city. An eighth realistic fiction passage, Through Grandpa’s Eyes by Patricia MacLachlan,

describes how a young boy who spends the day with his grandfather who is blind using all his

senses except for sight, so that he experiences the day as is grandfather does; through taste,

sound, touch, and smell. A ninth realistic fiction story, A Cloak for the Dreamer by Aileen

Friedman, depicts how a son of a Tailor named Misha dreams of traveling the world, whereas his

two brothers hope to be tailors like their father. When they are given the job of making cloaks for

the Archduke, the two sons work diligently to make the perfect cloak. Misha creates a cloak that

shows his desire to travel through its bright colors of ocean blue and meadow green, however the

cloak is not made properly. His father realizes his son wants to travels and fits Misha’s cloak and

sends him away to travel the world.

A 10th realistic fiction passage, Roxaboxen by Alice McLerran, describes how as

children, a girl named Marian and her sisters and friends go to a place she named Roxaboxen.

Although Roxaboxen is simply a rocky hill, the children use their imaginations to make

Roxaboxen a town of their own; complete with houses, cars, horses, shops, and all the ice cream

they want. As the children grow up they still recall their memories of Roxaboxen and Marian

even shares stories of the place with her own children. An 11th realistic fiction passage, A New

Coat for Anna by Harriet Ziefert, is a story about a young girl named Anna who needs a new coat and her mother who has no money to get her one. To make Anna a new coat her mother gives away several nice possessions to pay a local farmer, spinner, weaver, and tailor for the

necessary materials to make Anna’s new coat. The 12th realistic fiction passage, Alexander, Who

Used to Be Rich Last Sunday by Judith Viorst, depicts a boy named Alexander who discusses

how he had lots of money last Sunday until he gradually spent all of it.

The 13th realistic fiction passage, Storm in the Night by Mary Stolz, depicts a story of a

grandfather sharing a childhood story about being afraid of thunderstorms with his grandson,

Thomas, when the electricity goes out during a storm. The 14th realistic fiction passage, The

Keeping Quilt by Patricia Polacco, describes depicts a girl named Patricia who tells a story about

her great grandma Anna and the quilt Anna’s mother made from her family’s old clothes so that

Anna and future generations would always remember their home country in Russia. Patricia

shares how the quilt acts as a “wedding huppa” and baby blanket for past and future generations.

The 15th realistic fiction passage, Aunt Flossie’s Hats (and Crab Cakes Later) by Elizabeth

Fitzgerald Howard, describes how a girl named Susan shares a Sunday tradition of her sister and

her trying on their Great-great-aunt Flossie’s hats and listening to her aunt Flossie share stories and memories about each of the hats they try on.

The 16th realistic fiction passage, Leah’s Pony by Elizabeth Friedrich, describes how a

girl named Leah’s family doesn’t have enough money to pay back the bank, so their best

possessions, including her father’s tractor, are auctioned off. In fear of her father losing their

farm, Leah sells her pony and tries to use the money to bid for her father’s tractor. When the

people at the auction see the young girl trying to help her family, they begin to make bids for

items just to give them back to her family. The 17th realistic fiction passage, Just Plain Fancy by

Patricia Polacco, describes what happens when two young Amish girls named Naomi and Ruth

find a very unusual egg behind their henhouse. The girls decide to put it with the rest of their

chicken eggs. When the egg hatches and a beautiful peacock comes out, the girls are afraid the

bird will be shunned from their Amish community for being “too fancy.” The 18th and final

realistic fiction passage, What Ever Happened to the Baxter Place? By Pat Ross, tells the story of the Baxter family’s farm and how their land was bought away to various companies over time until the west field became a small market and eventually a large shopping plaza, the original pond and meadow became a lodge and tennis club, and the east field became a housing development.

Myth. The one myth passage was The Legend of Damon and Pythias by Fan Kissen. This myth depicts how Pythias fearlessly stands up and disapproves the King’s cruel, unfair laws. He is thrown into prison and is scheduled to be killed in two weeks. His dear friend Damon proposes to let Pythias to go home to say goodbye to his family and arrange for them to be cared for and for himself to take Pythias’ place in prison. If Pythias does not return by his execution time,

Damon will die instead. The story is a true test of friendship and loyalty.

Fantasy. There were two fantasy passages found in the two readers. The first fantasy passage, Make Way for Ducklings by Robert McCloskey, describes Mr. and Mrs. Mallard, a couple of ducks, who find a city park near a riverbank to start a family. They have eight ducklings. One day, Mrs. Mallard takes her babies on a walk through the town to the pond she and her mate, Mr. Mallard, once loved.

Fairy Tale. One fairy tale was identified. The Emperor’s New Clothes by Hans Christian

Andersen, describes how an emperor who loves trying on new clothes is offered the “most beautiful cloth imaginable” from two swindlers pretending to be weavers. The swindlers explain

to the emperor that the clothes are made from fabric that is invisible to anyone who is either

foolish or unfit for his office. When the clothes arrive and he cannot see them, he pretends he

57 can, in fear of appearing stupid. Wanting to show off his new outfit, he ends up walking in the royal procession without any clothes.

African Folktale. The one African Folktale, A Story A Story by Gail E. Haley, depicts what happens when Ananse, the Spider man, asks if he could buy the Sky God’s stories. The Sky

God says the price of his stories are that he must bring him Osebo the leopard-of-the-terrible- teeth, Mmboro the hornets-who-sting-like-fire, and Mmoatia the fairy-whom-men-never-see.

Although the Sky God does not believe a weak old man like Ananse can accomplish the task,

Ananse is able to bring back Osebo, Mmboro, and Mmoatia and receive the Sky God’s stories forever.

Legend. One legend appeared in the two readers for this series. Johnny Appleseed by

Steven Kellogg, shares the story of John Chapman and how he became known as Johnny

Appleseed. The story explains how Johnny Appleseed traveled west through the wilderness and cleared land to plant apple seeds and create orchards for the arriving pioneer families.

Historical Fiction. One historical fiction passage was included. Uncle Jed’s Barbershop by Margaree King Mitchell, describes Sarah Jean’s story of her Uncle Jed and how he worked hard his whole life saving up money to open his own barbershop. She describes how several events led him to lose the money he earned; such as the time he paid for Sarah Jean to have surgery or when he lost all his money in the bank during the great depression. Despite all his set- backs, he finally opened his own barbershop on his seventy-ninth birthday.

Tall Tale. Four Dollars and Fifty Cents by Eric A. Kimmel was the only tall tale in these two readers. The tale describes the story of what happens when Shorty Long owes Widow

Macrae four dollars and fifty cents, and she goes after him with a rolling pin to get her money back. To keep from paying Widow Macrae, Shorty Long pretends to be dead until almost getting

58 his nose chopped off by a group of outlaws returning from robbing a train. Even after scaring the outlaws away and getting all their money, he still won’t pay Widow Macrae the four dollars and fifty cents he owes her.

Fable. There were two fables identified. The first fable passage, The Cobbler’s Song by

Jean de La Fontaine, depicts an unhappy rich man, who constantly worries about his money, and what happens when he decides to give a poor cobbler who lives below him a purse full of his gold. The cobbler, who normally is a very happy man, finds that having the money has made him very unhappy. He decides to return the gold to the rich man knowing that the gold is not worth as much as his happiness. The second fable passage, The Country Mouse and the City Mouse by

Heidi Holder, describes what happens when a simple Country Mouse invites her old friend, City

Mouse over for a visit. When City Mouse persuades Country Mouse to come stay with her in the city, Country Mouse finds that although the city life is much more luxurious, the mice must live in constant fear of danger and soon decides she prefers her simple life in the country.

Harcourt Genre

After reading and reviewing the story genre and content of the 38 basal passages from the third grade 2007 Harcourt basal reader series, it was found that majority of passages in the basal series contained fictional material (see Appendix G). Of 38 passages, 27 passages were fiction and only 11 passages were non-fiction. This meant that 71% of the passages were fiction, while only 29% was non-fiction. The following fiction genres were present in the basal series: fantasy, realistic fiction, fable, historical fiction, Native American tale, West African tale, folktale, mystery, informational fiction, informational narrative, and play. Fantasy was defined according to the basal series as a story or daydream where some of the events could not happen in real life.

Realistic fiction was defined according to the basal series as tells about characters and events that

are like people and events in real life. Fable is defined according to the basal series as a short

story that teaches a lesson. Historical fiction was defined according to the basal series as a story

that is set in the past and portrays people, places, and events that did happen or could have

happened.

Native American tale was defined according to the basal series as a story that has been

passed down through time. West African tale is defined according to the basal series as story that

has been passed down through time. Folktale was defined according to the basal series as a story with no known author that has been passed down through time. Mystery was defined according to the basal series as a story about something that is not known, understood, or explained.

Informational fiction is defined by the basal series as tells a story that explains a topic using characters and events that are not real. Informational narrative was defined according to the basal series as a story that presents information and facts. Play was defined according to the basal series as story that can be performed for an audience.

The following non-fiction genres were depicted: expository nonfiction, narrative nonfiction, and magazine article. Expository nonfiction was defined according to the basal series as explains information and ideas. Narrative nonfiction was defined according to the basal series as a story that tells about real people or real events. Magazine article was defined according to the basal series as a short piece of text that is published in a magazine.

Fantasy. Two fantasies were identified. The first fantasy passage, Officer Buckle and

Gloria by Peggy Rathmann, depicts a police officer named Officer Buckle who always informs the school of safety tips. No one actually listens until he gets a helpful dog, Gloria, who entertains the students during all of his speeches. They learn that they work better as a team. The second fantasy passage, Little Grunt and the Big Egg by Tomie dePaola, describes how a tribe

sends the youngest member to find eggs for Sunday brunch. He finds the largest egg they had ever seen, however before they can eat it, the egg hatches with a baby dinosaur inside.

Realistic Fiction. Seven pieces of realistic fiction were present in the two readers for this series. The first realistic fiction passage, Pepita Talks Twice by Ofelia Dumas Lachtman, depicts a bilingual, young girl who is frustrated with everyone asking her to act as a translator. She decides she is going to stop speaking Spanish because she is tired of speaking twice. The second realistic fiction passage, Allie’s Basketball Dream by Barbara E. Barber, describes a young girl who gets a basketball from her father and spends the day playing. Throughout the day she tries to get boys to play with her but they claim that girls can’t play basketball. She keeps playing despite the boys’ negativity. Eventually the boys give in and they all enjoy playing a game of basketball. The third realistic fiction passage, Turtle Bay by Saviour Pirotta, depicts an old wise man that waits with a young boy for the turtles to come lay their eggs on the beach. In the meantime they see many other animals in nature. The fourth realistic fiction passage, The Stories

Julian Tells by Ann Cameron, describes a boy named Julian who becomes friends with his new neighbor, Gloria, despite her being a girl. The fourth realistic fiction passage, The Talent Show by Susan Wojciechowski, depicts what happens when a girl named Beany’s class puts on a talent show. She is talked into doing a talent with a bossy friend but later learns, with the help of her father, that it is better to just have fun and enjoy the show rather than stress.

The fifth realistic fiction passage, Centerfield Ballhawk by Matt Christopher, describes a boy named Jose and how he feels that he must become a better hitter to prove that he’s a great baseball player like his father. After an exciting game his father helps him realize that he’s a huge asset to the team because of his excellent skills as an outfielder. The sixth realistic fiction passage, Ramona Forever by Beverly Cleary, describes how a young girl anxiously awaits the

61 birth of her new baby sister. The seventh and final realistic fiction passage, Alejandro’s Gift by

Richard E. Albert, depicts a lonely man named Alejandro who finds comfort in seeing small desert animals visit his garden and drink the water in one of the furrows. Realizing that the animals visit for the water, he decides to dig a desert water hole to give larger desert animals a new source of water too.

Fable. There were six fables found in the two third grade books. The first fable, Saying

We Share: Proverbs and Fables by Norma Tong Lee, includes the introduction before the following four fables: The Hare and the Tortoise by Aesop, The Young Rooster by Arnold Lobel,

The Dog and the Wolf Jean de la Fontaine Retold by Anne Rockwell, and Two Mice by Marie L.

McLaughlin. The second fable, The Hare and the Tortoise by Aesop, depicts the story of the

Tortoise who challenges the Hare to a race. The Hare rushes but confidently takes a nap half way to the finish line. The Tortoise takes her time, but wins the race. The third fable, The Young

Rooster by Arnold Lobel, describes a young rooster who must take over his father’s job of crowing up the morning sun. He fails the first time but with effort he succeeds.

The fourth fable, The Dog and the Wolf by Jean de la Fontaine Retold by Anne

Rockwell, depicts a Wolf is hungry as asks a Dog where he found so much food. The Dog explains that he is fed and cared for by is master. The Dog invited him to go home with him to live a comfortable life like him but when the Wolf finds out his freedom would be taken away; he decides he’d rather go hungry. The fifth fable, Two Mice by Marie L. McLaughlin, depicts a short fable of two mice, one hardworking and the other lazy. The moral of the story is “work before pleasure makes life better”. The lazy mouse dies, whereas the hardworking one survives.

The sixth and final fable, The Ant and the Grasshopper retold by Amy Lowry Poole, describes how when winter arrives Grasshopper wishes he would have listened to the ants’ advice of

preparing for his home for winter during the summer and fall. Grasshopper regrets spending his days sleeping, singing, and dances while the ants worked.

Historical Fiction. The three historical fiction passages found vary in content. The first historical fiction passage, Papa Tells Chita a Story by Elizabeth Fitzgerald Howard, depicts a young girl named Chita who looks forward to her nightly routine of hearing her papa tell her stories before she goes to bed. During one night’s story, her papa retells the story of a time when he fought in the Spanish War and was brave enough to take a dangerous trip across an island to deliver a message about needing more supplies to the American soldiers. The second historical fiction passage, Leah’s Pony by Elizabeth Friedrich, depicts the story of what happens when

Leah’s family doesn’t have enough money to pay back the bank, and their best possessions, including her father’s tractor, our auctioned off. In fear of her father losing their farm, Leah sells her pony and tries to use the money to bid for her father’s tractor. When the people at the auction see the young girl trying to help her family, they begin to make bids for items just to give them back to her family. The third and final historical fiction passage, Boom Town by Sonia Levitin, describes what happens after a girl named Amanda’s family moves west to California where her father hopes to strike gold while working in the gold fields, she decides to make her own money by baking pies. Amanda soon begins to encourage other people in her town to provide more services, such as a general store, bank, and school for the town to grow and succeed.

Native American Tale. The one Native American tale in the basal readers examined,

Coyote Places the Stars, is retold by Harriet Peck Taylor. The tale describes how Coyote re- arranges the stars in the shape of different animals, after creating a ladder to the moon by shooting a line of arrows at the sky.

West African Tale. The one West African tale is Why Mosquitoes Buzz in People’s Ears

retold by Verna Aardema. This tale shares the myth of how why mosquitoes buzz in people’s

ears. According to this story, a mosquito annoyed an iguana, who frightened a python, which

scared a rabbit, who startled a crow, which alarmed a monkey, who killed an owlet, and caused a

Mother Owl to not wake the sun so that the day would come. Since mosquito was blamed for the

events, she now has a guilty conscious and goes around whining in people’s ears asking

everyone if they are still angry with her.

Folktale. There is one folktale in the books examined in this investigation. Lon Po Po: A

Red-Riding Hood Story From China, describes what happens when the mother of three young

girls leaves to visit their grandmother on her birthday, and a wolf visits the girls’ house

pretending to be their grandmother. When the girls realize that the wolf is not their grandmother,

they trick the wolf to climb into a basket and have the girls lift him using a rope to the top of a

gingko nut tree to eat the delicious nuts. When the wolf finally agrees, the girls kill the wolf by

dropping the basket once it nears the top of the tree.

Mystery. The one mystery passage, Nate the Great, San Francisco Detective by Marjorie

Weinman Sharmat and Mitchell Sharmat, describes a young detective who tries to solve a friend’s case of a missing joke book in San Francisco.

Information Fiction. The one informational fiction passage in the books reviewed is

Cocoa Ice by Diana Appelbaum. This entry shares stories of two young girls, one living in Santa

Domingo and the other in Maine. The first girl explains how her family harvests, dries, and roasts cocoa beans, which her father then trades on schooners from New England for bolts of cloth and ice. The second girl explains her family's ice-harvesting export business in Maine. The

two girls’ stories cross when the first girl’s father trades cocoa beans for ice from the second

girl’s Uncle Jacob.

Informational Narrative. The one informational narrative, The Armadillo from Amarillo

by Lynne Cherry, describes an armadillo from Texas who wonders where, “Where in the world

am I?” and begins to travel far from his home to see what he discovers beyond his home. When

he befriends an eagle, the eagle takes him on a trip far into the sky so that he can see the whole

state of Texas. While in the sky the eagle and the armadillo catch a ride with a space shuttle and

travel to outer space.

Play. The one play, The Crowded House by Eva Jacob, depicts a family who asks for

advice from Bartholomew, the wisest man in the village when they feel their house is too

crowded and they do not have enough room. Bartholomew gives them the advice to have their

goat, six chickens, and donkey live with them. After returning the animals to barnyard after

living with the animals for several weeks, the family finds that their house seems much bigger

and has plenty of room for them to live.

Main Character Characteristics

Scott Foresman

After reading the 30 basal passages from the third grade 2008 Scott Foresman basal

reader series and reviewing the main character(s) characteristics, it was found that most

frequently main characters of both genders were depicted as both protagonists and active

characters (see Appendix H).

Among the 30 basal passages and 32 main characters depicted, only four characters were

characterized as antagonists. The four characters that were depicted as antagonists included two animal characters (two ants who were not identified by a specific gender) in the passage, Two

Bad Ants by Chris Van Allsburg, a male character in the passage, Alexander Who Used to Be

Rich Last Sunday by Judith Viorst, and a male animal character (hare) in the passage, Tops and

Bottoms by Janet Stevens. Distinguishing characteristics of these four main characters included the following: selfish, irresponsible with money, got in trouble for fighting with brothers, sneaky, and intelligent.

In the same way, among the 30 basal passages and 32 main characters depicts, only two main characters were categorized as passive characters. The two characters that were depicted as passive included a female character in the passage, Good-bye 382 Shin Dang Dong by Frances

Park and Ginger Park, and a male character in the passage, Me and Uncle Romie by Claire

Hartfield. Distinguishing characteristics of these two characters included the following: reflective, sensitive, and nervous.

The following distinguishing characteristics were indicated for the protagonist and active male main characters: does not speak, hardworking, handyman, builder, sculpture, caring, nurturing, poet, determined, helpful, honest, and lies to help his grandfather find work. It was found that the characteristics of being hard working and determined were noted the most frequently as other distinguishing characteristics of the male protagonist and active main characters.

The following distinguishing characteristics were indicated for the protagonist and active female main characters: caring, U.S. Olympic gold medalist swimmer, wants to be unique, brave, determined, adventurous, creative, assertive, messy, disorganized, helpful, eager to make her uncle happy, observant, and curious. It was found that the characteristics of being caring, helpful, and determined were noted the most frequently as other distinguishing characteristics of the female protagonist and active main characters.

SRA/McGraw Hill

After reading the 36 basal passages from the third grade 2005 SRA/McGraw Hill basal

reader series and reviewing the main character characteristics, it was found that most frequently

main characters of both genders were depicted as both protagonists and active characters (see

Appendix H). Of the 36 basal passages and 42 main characters, only two characters were categorized as antagonists. The two antagonist characters depicted included a male character

from the passage, Alexander, Who Used to Be Rich Last Sunday by Judith Viorst and a male

character from the passage, Four Dollars and Fifty Cents by Eric A. Kimmel. The distinguishing

characteristics recorded of these two antagonist main characters include the following: irresponsible with money, gets in trouble for fighting with brothers, selfish and stubborn.

Similarly, of the 36 basal passages and 42 main characters noted, only six characters were

categorized as passive. The six passive main characters depicted included four female characters and two male characters. The passive female main characters were depicted from the following passages: Angel Child, Dragon Child by Michele Maria Surat, A New Coat for Anna by Harriet

Ziefert, Uncle Jed’s Barbershop by Margaree King Mitchell, and Just Plain Fancy by Patricia

Polacco. The two passive male main characters were depicted from the passages, Teammates by

Peter Golenbock and Storm in the Night by Mary Stolz. The distinguishing characteristics noted of the six passive characters included the following: Vietnamese does not speak English well, introverted, strong willed, appreciative, curious, and sensitive.

The following distinguishing characteristics were indicated for the protagonist and active male main characters: caring, actively tries to bring two characters together, supporting, fearless, loyal, trusting, determined, quirky, tough attitude, loving, proud, responsible, curious, excited by

67 nature, curious to explore new ways of living, dreams of traveling the world, one of the greatest artists of the twentieth century, loves new clothes and wears new outfit for every hour of the day, intelligent, and enjoys working with computers, artistic and enjoys creating greeting cards, modest, grateful, hardworking, sincere, reflective, insightful, brave, adventurous, and outdoorsman. It was found that the characteristics of hardworking and determined were noted most frequently for the protagonist and active male main characters in the basal series passages.

The following distinguishing characteristics were indicated for the protagonist and active female main characters: selfish, wants best of everything, and unwilling to share at the beginning of the story, changes and learns it is better to share with friends, loving, proud, responsible, imaginative, creative, playful, determined, hardworking, enjoys designing scares and fashion pins, inventor of “Makin’ Bacon,” curious, simple, modest, appreciative, brave, thoughtful, and sensitive. It was found that the characteristics of creative, curious, sensitive, and determined were noted most frequently for the protagonist and active female main characters distinguishing characteristics.

Harcourt

After reading the 38 passages from the third grade 2007 Harcourt basal reader series and reviewing the main character characteristics, it was found that most frequently main characters of both genders were depicted as both protagonists and active characters (see Appendix H). Of the

38 basal passages and 34 main characters depicted, only one main character was depicted as an antagonist and eight main characters were categorized as passive. The one main antagonist character was a male animal character with the distinguishing characteristics of being sneaky and naïve. The passive main characters included six female characters (four female human characters and two female animal character) and two (one human male character and one animal male

68 character) male characters. The five passive female characters were depicted from the following basal reader passages: Pepita Talks Twice by Ofelia Dumas Lachtman, The Talent Show by

Susan Wojciechowski, Two Mice by Marie L. McLaughlin, Papa Tells Chita a Story by

Elizabeth Fitzgerald Howard, Cocoa Ice by Diana Appelbaum. The two male passive characters were depicted from the basal reader passage, Turtle Bay by Saviour Pirotta, and The Dog and the

Wolf by Jean de la Fontaine Retold by Anne Rockwell. The noted distinguishing characteristics of the passive male and female characters in the basal series include the following: bilingual, curious, visits the sick, let’s other people boss her around, stubborn, lazy, curious, loving, observant, and reflective.

The following distinguishing characteristics were indicated for the protagonist and active male main characters: detective, intuitive, hardworking, determined, wants to make his father proud, modest, over-confident, wise, calm, gives advice, leader, overwhelmed, desperate for advice, brave, adventurous, war hero, creative, foolish, quiet, caring of animals and nature, and curious. It was found that the characteristics of hard working, adventurous, and creative were noted the most frequently for male protagonist and active characters.

The following distinguishing characteristics were indicated for the protagonist and active female main characters: confident, strong-willed, anxious, nervous, over exaggerates, patient, steady, hardworking, discovered the bones of largest dinosaur (the T-Rex), intelligent, determined, brave, thoughtful, creative, assertive, observant, and reflective. It was found that the distinguishing characteristic of determined was indicated the most frequently for female protagonist and active main characters in the basal series.

Discussion of Results

Scott Foresman

Evidence Of Gender Bias Character Illustrations

After reading and reviewing 30 passages from the third grade 2008 Scott Foresman basal

reader series, it was found that team illustrations comprised more than half of the of the

illustrations (51.85%); male illustrations included 28.28% of the illustrations, and female

illustrations made up as little as 19.87% of the basal passage illustrations. These data provide

evidence of gender bias against females.

Evidence Of Gender Of Main, Minor, And Mentioned Characters

Within the 30 passages read and analyzed in the basal reader series, there were more male

main, minor, and mentioned characters depicted overall. There were a total of 17 male main

characters and only 13 female main characters. Similarly, there were a total of 48 male minor

characters and only 33 female minor characters, and a total of 25 male mentioned characters and

only 20 female mentioned characters. Again, these data indicate a gender bias in favor of male

students.

Evidence Of Gender Bias Genre And Content

After reading and reviewing the story genre and content of the 30 basal passages from the

third grade 2008 Scott Foresman basal reader series, it was found that the majority of the

passages included fictional material. Nearly 70% of the passages were fiction, while only 30% of

the passages were nonfiction. Fantasy, folktale, realistic fiction, animal fantasy, historical fiction,

fable, fiction, and play were the genres included in the fictional passages. The nonfiction passages included the following genres: expository nonfiction, narrative nonfiction, biography, photo essay, and non-fiction. The limited nonfictional passages included in the Scott Foresman

basal reader provide evidence of gender bias in favor of female students. On the other hand, given the diversity found within the content of the basal reader’s passages, evidence of gender bias could not be determined.

Evidence Of Gender Bias Main Character Characteristics

Among the 30 basal passages and 32 main characters depicted in the basal series, only four characters were characterized as antagonists and only two characters were characterized as passive. The four characters who were depicted as antagonists included two animal characters

(two ants who were not identified by a specific gender), a male human character, and a male animal character. Distinguishing characteristics of the four antagonist main characters included the following: selfish, irresponsible with money, got in trouble for fighting with brothers, sneaky, and intelligent. The two passive main characters in the basal series included both a male and female human character. Distinguishing characteristics of these two passive main characters included personality traits such as being reflective, sensitive, and nervous. It was found that the characteristics of being hard working and determined were noted the most frequently as other distinguishing characteristics of the male protagonist and active main characters and the characteristics of being caring, helpful, and determined were noted the most frequently as distinguishing characteristics of the female protagonist and active main characters. The results determined no sign of gender bias against males or females after examining main character characteristics in the Scott Foresman basal series.

SRA/McGraw Hill

Evidence Of Gender Bias Character Illustrations

After reading and reviewing 36 passages from the third grade 2005 SRA/McGraw Hill basal reader series, it was found that male illustrations constituted nearly half of the total human

71 illustrations (46.63%); team illustrations comprised 36.95%, and female illustrations were included in as little as 16.42% of the basal passage human illustrations. These data provide evidence of gender bias against females.

Evidence Of Gender Of Main, Minor, And Mentioned Characters

Of the 36 passages read and reviewed from the third grade 2005 SRA/McGraw Hill basal reader series, it was found that there were more male main, minor, and mentioned characters depicted in the passages overall. There were a total of 25 male main characters compared to only

16 female main characters, 65 male minor characters compared to only 42 female minor characters, and 25 male mentioned characters compared to only 19 female mentioned characters.

Gender bias in favor of males was determined from the results of examining gender of main, minor, and mentioned characters in the SRA/McGraw-Hill basal series.

Evidence Of Gender Bias Genre And Content

After reading and reviewing the story genre and content of the 36 basal passages from the third grade 2005 SRA/McGraw Hill basal reader series, it was found that the majority of the passages consisted of fictional material. As much as 78% of the basal series’ passages were fiction, while only 22% of the basal passages were nonfiction. The fiction passages included the following genres: Realistic fiction, myth, fantasy, fairy tale, African folktale, legend, historical fiction, tall tale, and fable. Biography and expository text made up the non-fiction passages.

Based on the limited number of nonfiction passages found within the basal series, it can be concluded that based on genre, this basal series was gender biased in favor of female students.

Evidence Of Gender Bias Main Character Characteristics

After reading the 36 basal passages from the third grade 2005 SRA/McGraw Hill basal reader series and reviewing the main character characteristics, it was found that most frequently

72 main characters of both genders were depicted as both protagonists and active characters. Of the

42 main characters, only two characters were categorized as antagonists and six characters were categorized as passive. The two antagonist characters depicted included two human male characters with distinguishing characteristics such as irresponsible with money, gets in trouble for fighting with brothers, selfish and stubborn. The six passive characters indicated in the series included four female characters and two male characters with distinguishing characteristics such as does not speak English well, introverted, strong willed, appreciative, curious, and sensitive. It was found that the characteristics of hardworking and determined were noted most frequently for the protagonist and active male main characters in the basal series passages and character traits such as creative, curious, sensitive, and determined were noted most frequently for protagonist and active female main characters’ distinguishing characteristics. The results did not appear gender biased in favor of either gender given that both male and female characters were portrayed most frequently as active and protagonists and were not consistently portrayed in stereotypical roles.

Harcourt

Evidence Of Gender Bias Character Illustrations

After reading and reviewing 38 passages from the third grade 2007 Harcourt basal reader series, it was found that team illustrations comprised 41.40% of the total human illustrations; male illustrations constituted 37.03% of the illustrations, and female illustrations were limited to

21.57% of the basal passage human illustrations. Given the low percentage of female illustrations portrayed in the basal reader passages, it can be concluded that the illustrations were gender biased in favor of males.

Evidence Of Gender Of Main, Minor, And Mentioned Characters

Within the 38 passages read and reviewed from the third grade 2007 Harcourt basal reader series, it was found that there were more male main and minor characters and more female mentioned characters depicted in the passages. There were a total of 21 male main characters and 15 female main characters, 59 male minor characters and 44 female minor characters, and 9 male mentioned characters and 13 female mentioned characters. Since male characters appeared to outnumber female characters in both main and minor roles, and female characters only outnumbered male characters in minor roles or roles in which they did not contribute to the story line, it can be concluded that gender of characters in the basal reader series are gender biased against females.

Evidence Of Gender Bias Genre And Content

After reading and reviewing the story genre and content of the 38 basal passages from the third grade basal series, it was found that majority of passages in the basal series contained fictional material. Up to 71% of the passages were fiction, while only 29% were non-fiction. The following fiction genres were present in the basal series: fantasy, realistic fiction, fable, historical fiction, Native American tale, West African tale, folktale, mystery, informational fiction, informational narrative, and play. The nonfiction genres present in the basal series included expository nonfiction, narrative nonfiction, and magazine article. The Harcourt basal series appears to be gender biased against males in regards to genre, since fictional passages greatly outnumbered nonfictional passages. When examining gender bias within the content of the

Harcourt basal passages, no evidence of gender bias was able to be determined given the great diversity within the passages’ content.

Evidence Of Gender Bias Main Character Characteristics

When examining the characteristics of the main characters in the third grade 2007

Harcourt basal reader series, it was found that most frequently main characters of both genders

were depicted as both protagonists and active characters. Of the 34 main characters depicted,

only one character was characterized as an antagonist and eight main characters were categorized as passive. The one antagonist main character included a male animal character with distinguishing characteristics of being sneaky and naïve. The passive main characters included six female characters (four female human characters and two female animal character) and two

(one human male character and one animal male character) male characters containing character traits such as bilingual, curious, visits the sick, let’s other people boss her around, stubborn, lazy, curious, loving, observant, and reflective. It was found that the characteristics of hard working, adventurous, and creative were noted the most frequently for male protagonist and active characters while the distinguishing characteristic of determined was indicated the most frequently for the female protagonist and active main characters in the basal series. In conclusion, there was no gender bias apparent when examining the characteristics of the main

characters found within the basal reader passages, given that both male and female characters were most frequently portrayed as active and protagonist characters and were not continually portrayed in stereotypical gender roles.

Summary

In this chapter, the results of an examination of gender bias based on illustrations; gender of main, minor, and mentioned characters; genre and content, and main character characteristics of passages from the 2008 Scott Foresman, 2005 SRA/McGraw Hill, and 2007 Harcourt third grade basal readers were presented.

The results of gender bias based on illustrations found that all three basal series

illustrations were biased against females. When examining passages in all three basal reader

series, female illustrations or illustrations containing one or more female illustrations shown

together were featured less frequently than males or teams. In two series, the team illustrations,

or illustrations containing one or more male and female characters together appeared the most

frequently; however, males always appeared more frequently than females in overall passage

illustrations.

The results of gender bias based on the gender of main, minor, and mentioned characters

concluded once again to be biased against females. Male characters clearly outnumbered female

characters as both main and minor characters in all three basal series. It was found that male

mentioned characters also continued to outnumber female mentioned characters in both the 2008

Scott Foresman basal reader series and 2005 SRA/McGraw Hill basal reader series. The 2007

Harcourt basal reader series was the only basal series in which female mentioned characters

outnumbered male mentioned characters. Despite evidence that female mentioned characters

were depicted more frequently than male mentioned characters in the 2007 Harcourt series, this

evidence showed that female characters were only depicted more frequently than males in a role

in which they did not contribute to the story line.

On the other hand, when analyzing gender bias based on the genre of the three third grade

basal series, it was found that the genre of these basal passages were biased against males since

fiction passages greatly outnumbered non-fiction passages in all three basal series.

Given that the fiction and nonfiction passages’ content in all three basal readers were

greatly diverse, it was not possible to determined whether or not the content of the basal reader

76 passages in the 2008 Scott Foresman basal reader series, 2005 SRA/McGraw Hill basal reader series, and 2007 Harcourt basal reader series were clearly biased against males or females.

When examining gender bias based on main characters characteristics in all there basal series, it was concluded that main character characteristics from all three basal readers were not found to be biased against either gender. Main characters of both genders were depicted as both protagonists and active characters. Male characters were depicted most often as having distinguishing characteristics of being hard working, determined, adventurous, and creative, while female characters were depicted the most often as having distinguishing characteristics of being caring, helpful, determined, creative, curious, and sensitive. Despite these characteristics being the most frequent of male and female main characters, it was also found that both genders appeared in roles typically taken by characters of the opposite gender. For example, both male and female characters were shown in the basal readers as being sensitive, hardworking, adventurous, and determined.

CHAPTER V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

The purpose of this investigation was to conduct a content analysis on three recently

published third grade basal readers to depict whether current basals readers show gender bias in

their illustrations; gender of main, minor, and mentioned characters; genre and content, and main

character characteristics. This chapter will summarize the first three chapters including the study,

research, and procedures for conducting the research. Finally, this chapter will draw conclusions

from the results of the study as well as recommendations for teachers and for future study.

Summary

This study analyzed three recently published third grade basal readers (2008 Scott

Foresman Reading Street, 2005 SRA/McGraw Hill Open Court Reading, and 2007 Harcourt

Trophies) to determine whether current basals readers continue to demonstrate gender bias with

their illustrations; gender of main, minor, and mentioned characters; genre and content, and main

character characteristics. The third grade basals were chosen because their readers contained

greater content than readers used in kindergarten through second grade.

Once the three third grade basal readers were obtained, passages in each of the three basal

readers were carefully read and reviewed. A content analysis was conducted on each passage using four data matrices. The four data matrices were designed to assist with examining (1) the illustrations from each passage in the three basal readers; (2) the gender of main, minor, and

mentioned characters from each passage in the three basal readers; (3) the genre and content of

each passage in the three basal readers, and (4) the characteristics of main characters from each

passage in the three basal readers. The data matrices were adapted according to the datasheet

created by Hunter and Chick (2005).

The process of analysis began with recording the name of the basal series in which each passage read was written, and also the title and author of each passage read on each of the four data matrices. Next, each passage from the three basal readers was examined for gender bias with passage illustrations by recording the number and percent of male, female, and team illustrations in each basal passage on a separate data matrix for basal passage illustrations. A similar process was used to examine gender bias relative to gender of main, minor and mentioned characters; genre and content data, and characteristics of main characters, such as whether characters were depicted as active or passive and protagonists or antagonists.

The data recorded on the data matrices were then analyzed using descriptive statistics.

Results were also shown in both visual and narrative form. The number of male, female, and team illustrations as well as number of main, minor, and mentioned characters were reported using frequency counts. Visual representations of pie charts and bar graphs were created with the use of Microsoft excel. All data were then examined in relation to whether the basal readers appeared to include gender bias in their illustrations, gender of characters, genre and content, and main character characteristics.

Conclusions

While textbook publishers appear to be making attempts to correct the gender bias with illustrations by using male/female team pictures, there still exists a gender bias in favor of males when it came to illustrations. Female illustrations or illustrations containing one or more female illustrations shown together were featured the least frequent in all three basal series passage illustrations. Given that physical characteristics of stories, including illustrations, were depicted as a major influence on children’s book selections (Kragler & Nolley, 1996; Swartz &

Hendricks, 2000), this may have an effect on children’s overall interest in the passages found

within the selected basal readers. Despite the fact that researchers have found that boys are more

hesitant to read stories about girls (Bleakly, et al., 1988; Connor & Serbin, 1978; Johnson et al.,

1984; Jose and Brewer, 1984; Norvell, 1958) it does not seem appropriate to also provide fewer

illustrations of female characters than males in children’s literature. These results also seem to

support research found more than three decades ago when Marten and Matlin (1976) claimed,

that although the situation of gender bias in character illustrations is slightly improving, we are

still far from reaching equality, or a situation in which female illustrations make up 50% of the

illustrations. When female students continuously are provided with reading materials that depict

very few female characters shown in illustrations, this may provide these students with the idea

that male characters are more suitable as leading characters or leading illustrations in reading

materials and also provide these students with reading materials they find not interesting and/or

motivating to read.

When examining characters in the third grade basal readers, it was determined that

characters were biased against female students. Male characters clearly dominated the basal reader passages as main minor, and mentioned characters, given that male characters outnumbered female characters as both main and minor characters in all three basal series. The

2007 Harcourt basal reader series was the only basal series in which female mentioned characters outnumbered male mentioned characters. Given that only mentioned characters (in the 2007

Harcourt basal series) depicted more female characters than male characters, it can also be concluded that female characters only appeared to outnumber male characters when the character did not contribute to the storyline or was a gender specific pronoun simply “mentioned” in the passage. These results are compatible with past research that has shown that male characters have continuously outnumbered female characters in basal readers (Foley & Boulware, 1996;

Graebner, 1972; Hitchcock & Tompkins, 1987; Hunter & Chick, 2005; Marten & Matlin, 1976;

Purcell & Stewart, 1990; Wiik, 1973; Women on Words & Images, 1975). Additionally, these

results help support research findings on the reading interests of boys. Researchers have

persistently indicated that males often have a stronger preference for reading stories with a

leading character of their same gender compared to females and preferably do not enjoy reading

stories about female characters (Bleakly, et al., 1988; Connor & Serbin, 1978; Johnson et al.,

1984; Norvell, 1958). Based on these findings, it can be concluded that boys most likely will find the passages in the basal readers engaging in regards to immense frequency of male characters in the stories.

On the other hand, despite much research indicating that girls are much more tolerant of

reading stories depicting a majority of male characters (Bleakly, et al., 1988; Connor & Serbin,

1978; Johnson et al., 1984; Norvell, 1958), several studies have also indicated that both male and

female students from preschool until high school prefer to read stories in which they see

themselves represented within the characters and illustrations. When asking high school students

who they would select for the leading character in a story, it was found that both male and

female tenth graders preferred a character of their own gender. Similar results were found in

Murphy’s and Ross’ (1990), study with junior high math students who were found to prefer

solving math story problems that featured characters of their own gender and Kropp’s and

Halverson’s (1983) study with preschoolers and first graders who found that both boys and girls

preferred stories the least containing characters of the opposite gender. Given these findings, it can be concluded that although a majority of female students may be accepting of reading and/or listening to the passages found within the basal readers despite their overwhelming numbers of male characters, there still may be female students who find the basal passages to be of little

81 interest and would much rather read stories about female characters. To provide engaging reading materials for both male and female students, basal passages should include equal numbers of both male and female characters.

On the contrary, gender bias toward male students seems to occur when evaluating the genres of the passages in the basal series investigated. The basal reading series examined for this investigation contain far more fiction than non-fiction entries. The genre that occurred most frequently was realistic fiction. These results help support the idea that passages found within the basal reader passages’ are geared more towards female students than male students, given that researchers have found evidence that female students typically prefer fictional stories where as male students prefer nonfictional stories (Harkrader & Moore, 1997; Wilberg & Trost, 1970).

Gender bias in favor of female students was also evident in the genre of passages within the basal readers since fictional passages such as sports and science fiction were not included in any of the basal readers despite these types of fictional passages being of the most interest to male students (Harkrader & Moore). The reality that all three third grade basal readers contained a majority of realistic fiction passages makes it easy to assume that male students will most likely find the content within basal reader passages extremely uninteresting and unmotivating.

Additionally, it appeared that many literary genres that are enjoyed both male and female students were missing from the basal reader passages. For example, scary stories, cartoons, and comics were not found within the major passages of all three basal readers despite researchers finding that these types of literary works are highly engaging for both genders (Worthy,

Moorman & Turner, 1999).

When analyzing the content of the passages within all three basal readers, it was not viable to determine whether or not the content of the passages were gender bias against male or

females given the considerable diversity of subject-matter found within each basal reader passages.

Lastly, gender bias did not seem apparent when considering the characteristics ascribed to the main characters in the passages contained in each of the basal series. Most frequently main characters of both genders were depicted as both protagonists and active characters. When looking at distinguishing characteristics of both male and female main characters, there was great variety in their personal characteristics. For example, although male characters were sometimes portrayed in stereotypical roles such as being handymen, hardworking, outdoorsmen, brave, and adventurous, there were also male characters that were portrayed with traits such as being nurturing, sensitive, quiet, and enjoying trying on new pairs of clothing; traits stereotypical of female characters. In the same way, although female characters were sometimes portrayed in stereotypical roles such as being sensitive, patient, and caring, there were also female characters portrayed with traits such as being adventurous, assertive, and brave; roles stereotypically of male characters. These results provide evidence that gender bias is not evident with respect to the characteristics of main characters within all three basal reader passages.

Recommendations

For Teachers

Given that aspects of gender bias continue to be present in recent basal readers, educators

should be aware that gender imbalances do in fact exist in the passages they read from their basal readers and also find ways to supplement the passages in basal readers with materials that will create more of a balance for their students.

When basal readers continue to include passages in which more male are depicted in illustrations and overall number of characters, this presents a problem for female students who

may begin to feel that their own gender is not represented in the stories they hear and read each

day at school. If these students are continuously presented with stories in which they do not see themselves represented in the illustrations and characters involved, they may be less motivated to read the stories. It is important that educators allow their students to read and view books in which there are equal numbers of male and female characters and illustrations so that both genders are provided with reading materials of interest.

Rudman (1995) provides several suggestions for educators when searching for gender neutral reading materials to use with their students. These suggestions include specific areas within texts that educators should examine and analyze when selecting materials with limited

gender bias. Rudman’s suggestions include the following: look for texts in which individuals are portrayed with distinctive personalities and achievements that are not dependant upon their specific gender; look for texts in which occupations are not represented by specific genders; avoid using texts in which females are portrayed as weaker or more delicate compared to males;

look for texts in which individuals are logical or emotional depending upon the situation; and

lastly, look for texts where the language is gender-free.

Additionally, educators should provide their students with trade books in addition to the

reading material included in basal readers. For example, to counteract the problem of basal

passages containing a majority of male leading characters, educators can include trade books that

include strong leading female characters within their classroom libraries and instructional

materials. For example, Owens (2008) provides a list of trade books containing female

protagonists. The titles included in her list include the following: Harriet the Spy by Louise

Fitzhugh, Pippi Longstocking by Astrid Lindgren, Island of the Blue Dolphins by Island by Scott

O'Dell, Zia and Kathleen Please Come Home by Scott O’Dell, and The Witch of Blackbird Pond

84 by Elizabeth George Speare. Educators can also look for trade books that include both a male and female leading character, such as in the text, Emily's Everyday Manners by Cindy Post

Senning and Peggy Post, or trade books that include gender neutral characters such as animals.

Lastly, educators should skim through the illustrations of the reading materials that use with their students and look for materials that contain a seemingly equal amount of illustrations of both males and females.

Similarly, educators should also be aware of any gender bias in regards to the genre of passages found within the basal readers. Given that the basal readers found within the study were overwhelmingly filled with fictional material compared to nonfiction material, educators should check for imbalances in basal readers among the number of fiction and nonfiction passages. It is important that educators who utilize basal readers in their classrooms also include supplementary nonfiction reading materials with their students so that there is more of a balance between the number of fiction and nonfiction stories they read. This is especially important for teachers who are trying to motivate the struggling male readers in their classes, given that research has clearly shown that male students prefer to read nonfiction stories (Harkrader & Moore, 1997; Wilberg &

Trost, 1970). It appears that only using the reading material found within basal readers will create classrooms in which reading instruction is primarily consumed by fictional passages, which may result in students associating the act of reading with reading fictional material. This imbalance may not only cause boy readers to find reading not enjoyable, but may also cause a problem for students of both genders when they begin to read more subject-matter material in content classes after having little experience reading nonfiction passages.

To increase reading motivation and engagement of both male and female students, educators should be aware of literary genres that are of interest of both genders. For example,

85 educators should ensure that their classroom libraries and reading instructional materials include scary books, popular magazines, cartoons, comics, sports books, drawing books, and books about animals which were all found to be top-rated for both male and females (Worthy, Moorman &

Turner, 1999). Lastly, teachers should assess their individual student’s reading interests and use the information obtained from reading interest surveys to update both the classroom library and instructional reading materials.

In regards to the characteristics of characters found within basal readers, it is important that educators are aware of the type of character traits represented for both male and female characters found within the basal passages. If the basal passages contain males and/or females in stereotypical roles only, it may give students the impression that their own gender should not take part in certain activities and/or act in a certain manner. Educators should be sure to explain to students that despite a character being represented as a male or female in the story, the story would not change even if the gender of the main character was altered. For example, if a basal passage being read in the classroom is found to contain only male characters and illustrations depicting children taking part in a basketball game, the classroom instructor should make sure to explain to his or her students that the story could have also included female characters and illustrations since girls also enjoy playing baseball.

Overall, educators should attend to any gender imbalances found in the basal reader passages they read to their students and also find ways to ensure that students are being presented with materials that are interesting and valuable to both genders. Educators should also make it a personal goal to ensure that each and every student in their classroom is provided with reading materials that he or she finds personally enjoyable.

For Future Research

To provide further research on gender biases within basal readers, further studies should

be conducted using additional basals from various publishers other than Harcourt,

SRA/McGraw-Hill, and Scott Foresman. Basal passages from readers of additional grade levels

should also be examined for evidence of possible gender bias. Given that countless studies have

found that evidence of gender bias continues to be present in basal readers, researchers should

also examine the affects these types of imbalances have on both male and female students from

all grade levels and additionally analyze these students’ enthusiasm for the basal passages they

read in comparison to books they read for leisure.

Lastly, given that gender bias in regards to the content of the basal reader passages was

difficult to depict, it would be interesting to more fully examine aspects of gender bias found

within the content of basal reader passages. Researchers could construct an instrument and/or

coding system in order to search for specific indicators of gender bias, such as sexist language,

found within the content of basal passages.

Summary

The 2008 Scott Foresman Reading Street basal series, 2005 SRA/McGraw-Hill Open

Court Reading basal series, and 2007 Harcourt Trophies basal series evaluated in the study did contain aspects of gender bias in the illustrations; gender of main, minor, and mentioned

characters, and genre of passages. With respect to the illustrations within the three basal readers,

it was found that the passage illustrations rarely consisted of female illustrations, indicating a

clear gender bias in favor of male students. When examining the gender of main, minor, and

mentioned characters, it was found once again that the passages were gender bias in favor of male students, given that male characters outnumbered female characters in all three basal

readers. On the other hand, gender bias in favor of females was indicated when examining the genre of the basal reader passages within all three third grade basal readers, given their vast number of fictional passages.

Since aspects of gender bias are still present within recently published basal readers, it is

necessary for educators to become aware of any unreasonable favoritism toward one gender

found within aspects of the basal passages’ illustrations, characters, genre and content, and/or

main character characteristics. When these types of imbalances are present in the basal reading

materials, educators should do their best to supplement the basal passages with additional pieces of literature such as using trade books of various genres, or stories containing both male and

female leading characters, to ensure that students of both genders can find reading materials of

interest. Until publishers begin to take action to finally eliminate these imbalances, it is important

that educators are aware that aspects of gender bias are still present within the basal readers they

use with their students on a regular basis.

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APPENDIX A

ILLUSTRATIONS DATA MATRIX

Total Total Total Total Number Number of Number of Number of of Male Female Team % of % of Publisher Story Title Illustrations Illustrations Illustrations Illustrations Male Female % of Team

The matrix shown was adapted according to the datasheet created by Hunter and Chick (2005). Male and female illustrations are characterized using hair, clothing, and body shape as male or female (Purcell & Stewart, 1990). Only pictures of human characters were counted. Team illustrations are characterized as illustrations containing two or more male and female characters shown together. 96

APPENDIX B

MAIN, MINOR AND MENTIONED CHARACTER DATA MATRIX 97

The matrix shown below was adapted according to the datasheet created by Hunter and Chick (2005). Main characters are identified as characters who are the focus of the story (Gillespie, Powell, Clements, & Swearingen, 1994), and who are clearly critical to story content (Hunter & Chick, 2005). Minor characters are identified as characters that appear in the story and contribute to the storyline (Gillespie, et. al, 1994). Mention characters are identified as characters referenced in the story, but who do not contribute to the storyline (Gillespie, et. al, 1994). The genders of main, minor, and mentioned characters are indicated according to the pronouns “he” and “she,” the gender specific terms “father” and “mother,” and titles “Mr.” and Mrs.,”(Hunter & Chick, 2005). When gender specific pronouns were not indicated, gender was identified according to hair, clothing, and body shape (Purcell & Stewart, 1990). Gender was indicated as “not identified” for characters in which no gender specific pronouns were indicated and illustrations were not present or did not clearly identify a male or female character according to hair, clothing, and body shape.

Publisher Story Title Name & Gender Name & Gender of Minor Name & Gender of Mentioned Character(s) of Main Character(s) Character(s)

APPENDIX C

GENRE AND CONTENT DATA MATRIX 99

Publisher Story Title Genre Content

The matrix shown was adapted according to the datasheet created by Hunter and Chick (2005). Story genre is classified for each story according to the specified genre indicated and defined according to the basal reader. Content includes a short, one-to-two sentence synopsis of the story.

100

APPENDIX D

MAIN CHARACTER CHARACTERISTICS DATA MATRIX 101

The matrix shown below was adapted according to the datasheet created by Hunter and Chick (2005). The main character’s gender will be indicated according to the pronouns “he” and “she,” the gender specific terms “father” and “mother,” and titles “Mr.” and Mrs.,”(Hunter & Chick, 2005). Passive and active characters will be characterized according to Evans and Davies (2000). A passive role is characterized by a character that is shown following another’s lead and/or not being active in a situation. An active role is characterized by a character that takes charge and/or is active in a situation. A protagonist is classified according to dictionary.com as the leading character, hero, or heroine of a drama or other literary work. An antagonist is classified according to dictionary.com as the adversary of the hero or protagonist of a drama or other literary work. Any distinctive personality traits that personify the character (such as abusive, jealous, sensitive, etc.) will be noted in the “other distinguishing characteristics” section.

Publisher Story Main Character’s Passive/Active Protagonist/Antagonist Other Distinguishing Title Gender Characteristics

102

APPENDIX E

ILLUSTRATIONS DATA MATRIX COMPLETED

103

Total Total Total Total Number Number of Number of % of % of Publisher Story Title Number of of Male % of Male Female Team Female Team Illustrations Illustrations Illustrations Ilustrations Boom Town by Sonia Scott Foresman 10 0 1 9 0.00% 10.00% 90.00% Levitin What About Me? By Ed Scott Foresman 13 11 0 2 84.62% 0.00% 15.38% Young

Alexander, Who Used to Scott Foresman Be Rich Last Sunday By 15 10 0 5 66.67% 0.00% 33.33% Judith Viorst

If You Made a Million by Scott Foresman 22 4 0 18 18.18% 0.00% 81.82% David M. Schwartz

My Rows and Piles of Scott Foresman Coins by Tololwa M. 12 4 0 8 33.33% 0.00% 66.67% Mollel Penguin Chick by Betty Scott Foresman 0 0 0 0 #DIV/0! #DIV/0! #DIV/0! Tatham A Day’s Work by Eve Scott Foresman 11 11 0 0 100.00% 0.00% 0.00% Bunting

Prudy’s Problem and How Scott Foresman She Solved It by Carey 13 1 7 5 7.69% 53.85% 38.46% Armstrong-Ellis

Tops and Bottoms by Janet Scott Foresman 0 0 0 0 #DIV/0! #DIV/0! #DIV/0! Stevens William’s House by Ginger Scott Foresman 11 2 0 9 18.18% 0.00% 81.82% Howard The Gardener by Sarah Scott Foresman 12 1 3 8 8.33% 25.00% 66.67% Stewart Pushing Up the Sky by Scott Foresman 5 1 0 4 20.00% 0.00% 80.00% Joseph Bruchac Night Letters By Palmyra Scott Foresman 11 0 11 0 0.00% 100.00% 0.00% LoMonaco

A Symphony of Whales By Scott Foresman 7 0 2 5 0.00% 28.57% 71.43% Steve

Volcanoes: Nature’s Scott Foresman Incredible Fireworks by 1 0 0 1 0.00% 0.00% 100.00% David L. Harrison

Scott Foresman 3.1 Book 3.1 143 45 24 74 31.47% 16.78% 51.75% Total

Wings by Christopher Scott Foresman 15 3 3 9 20.00% 20.00% 60.00% Myers 104

Hottest Coldest Highest Scott Foresman 1 1 0 0 100.00% 0.00% 0.00% Deepest by Steve Jenkins

Rocks in His Head by Carol Scott Foresman 8 5 0 3 62.50% 0.00% 37.50% Otis Hurst America’s Champion Scott Foresman Swimmer: Gertrude Ederle 13 0 2 11 0.00% 15.38% 84.62% by David A. Adler

Fly, Eagle, Fly: An African Scott Foresman Tale retold by Christopher 8 4 0 4 50.00% 0.00% 50.00% Gregorowski

Suki’s Kimono by Chieri Scott Foresman 15 0 9 6 0.00% 60.00% 40.00% Uegaki

How My Family Lives in Scott Foresman 24 3 8 13 12.50% 33.33% 54.17% America by Susan Kuklin

Good-Bye, 382 Shin Dang Scott Foresman Dong by Frances Park and 9 0 5 4 0.00% 55.56% 44.44% Ginger Park

Jalapeno Bagels by Natasha Scott Foresman 9 4 0 5 44.44% 0.00% 55.56% Wing Me and Uncle Romie by Scott Foresman 15 8 0 7 53.33% 0.00% 46.67% Claire Hartfield

The Story of the Statue of Scott Foresman Liberty by Betsy & Giulio 9 5 0 4 55.56% 0.00% 44.44% Maestro

Happy Birthday Mr. Kang Scott Foresman 7 4 0 3 57.14% 0.00% 42.86% by Susan L. Roth

Talking Walls: Art for the Scott Foresman 9 2 1 6 22.22% 11.11% 66.67% People by Katacha Diaz

Two Bad Ants by Chris Scott Foresman 0 0 0 0 #DIV/0! #DIV/0! #DIV/0! Van Allsburg Elena’s Serenade By Scott Foresman 12 0 7 5 0.00% 58.33% 41.67% Campbell Geeslin Scott Foresman 3.2 Book 3.2 154 39 35 80 25.32% 22.73% 51.95%

Scott Foresman Total 297 84 59 154 28.28% 19.87% 51.85% Total

105

SRA/ Story Title Total Total Total Number Total % of % of % of McGraw- Number of Number of Female Number of Male Female Team Hill Illustrations of Male Illustrations Team Illustrati Illustrations ons SRA/ Gloria Who Might 2 0 0 2 0.00% 0.00% 100.00% McGraw- Be My Best Friend Hill by Ann Cameron SRA/ Angel Child, 15 0 6 9 0.00% 40.00% 60.00% McGraw- Dragon Child by Hill Michele Maria Surat SRA/ The Tree House by 6 0 6 0 0.00% 100.00% 0.00% McGraw- Lois Lowry Hill SRA/ Rugby & Rosie by 13 11 0 2 84.62% 0.00% 15.38% McGraw- Nan Parson Hill Rossiter SRA/ Teammates by 18 17 0 1 94.44% 0.00% 5.56% McGraw- Peter Golenbock Hill SRA/ The Legend of 13 10 0 3 76.92% 0.00% 23.08% McGraw- Damon and Hill Pythias by Fan Kissen SRA/ The Boy Who 13 10 0 3 76.92% 0.00% 23.08% McGraw- Didn’t Believe in Hill Spring by Lucille Clifton SRA/ Make Way for 7 3 0 4 42.86% 0.00% 57.14% McGraw- Ducklings by Hill Robert McCloskey SRA/ Urban Roosts: 0 0 0 0 #DIV/0! #DIV/0! #DIV/0! McGraw- Where Birds Nest Hill in the City by Barbara Bash SRA/ Two Days in May 13 1 2 10 7.69% 15.38% 76.92% McGraw- by Harriet Peck Hill Taylor SRA/ Secret Place by 6 4 0 2 66.67% 0.00% 33.33% McGraw- Eve Bunting Hill SRA/ Through 13 10 0 3 76.92% 0.00% 23.08% McGraw- Grandpa’s Eyes Hill by Patricia MacLachlan SRA/ The Cat Who 0 0 0 0 #DIV/0! #DIV/0! #DIV/0! McGraw- Became a Poet by Hill Margaret Mahy SRA/ A Cloak for the 11 10 0 1 90.91% 0.00% 9.09% McGraw- Dreamer by Hill Aileen Friedman SRA/ Picasso by Mike 11 5 4 2 45.45% 36.36% 18.18% McGraw- Venezia Hill SRA/ The Emperor’s 9 3 0 6 33.33% 0.00% 66.67% McGraw- New Clothes by Hill Hans Christian Andersen 106

SRA/ Roxaboxen by 7 0 3 4 0.00% 42.86% 57.14% McGraw- Alice McLerran Hill

SRA/ Book 3.1 157 84 21 52 53.50% 13.38% 33.12% McGraw- Hill SRA/ A New Coat for 18 4 5 9 22.22% 27.78% 50.00% McGraw- Anna by Harriet Hill Ziefert SRA/ Alexander, Who 15 10 0 5 66.67% 0.00% 33.33% McGraw- Used to Be Rich Hill Last Sunday by Judith Viorst SRA/ Kids Did It! in 4 2 2 0 50.00% 50.00% 0.00% McGraw- Business by Hill Judith E. Rinard SRA/ The Cobbler’s 7 5 0 2 71.43% 0.00% 28.57% McGraw- Song by Jean de Hill La Fontaine SRA/ Four Dollars and 14 8 3 3 57.14% 21.43% 21.43% McGraw- Fifty Cents by Eric Hill A. Kimmel SRA/ The Go-Around 15 3 2 10 20.00% 13.33% 66.67% McGraw- Dollar by Barbara Hill Johnston Adams SRA/ Uncle Jed’s 10 1 0 9 10.00% 0.00% 90.00% McGraw- Barbershop by Hill Margaree King Mitchell SRA/ A Story A Story by 8 5 1 2 62.50% 12.50% 25.00% McGraw- Gail E. Haley Hill SRA/ Oral History by T. 3 1 0 2 33.33% 0.00% 66.67% McGraw- Marie Kryst Hill SRA/ Storm in the Night 16 16 0 0 100.00% 0.00% 0.00% McGraw- by Mary Stolz Hill SRA/ Carving the Pole 6 6 0 0 100.00% 0.00% 0.00% McGraw- by Diane Hoyt- Hill Goldsmith SRA/ The Keeping Quilt 7 0 3 4 0.00% 42.86% 57.14% McGraw- by Patricia Hill Polacco SRA/ Johnny Appleseed 13 6 0 7 46.15% 0.00% 53.85% McGraw- by Steven Kellogg Hill SRA/ Aunt Flossie’s 13 0 8 5 0.00% 61.54% 38.46% McGraw- Hats (and Crab Hill Cakes Later) by Elizabeth Fitsgerald Howard SRA/ The Country 0 0 0 0 #DIV/0! #DIV/0! #DIV/0! McGraw- Mouse and the Hill City Mouse by Heidi Holder SRA/ Leah’s Pony by 9 2 2 5 22.22% 22.22% 55.56% McGraw- Elizabeth Hill Friedrich SRA/ Cows in the 2 2 0 0 100.00% 0.00% 0.00% McGraw- Parlor: A Visit to Hill a Dairy Farm by Cynthia McFarland 107

SRA/ Just Plain Fancy 11 0 8 3 0.00% 72.73% 27.27% McGraw- by Patricia Hill Polacco SRA/ What Ever 13 4 1 8 30.77% 7.69% 61.54% McGraw- Happened to the Hill Baxter Place? By Pat Ross SRA/ Book 3.2 184 75 35 74 40.76% 19.02% 40.22% McGraw- Hill

SRA/ Total 341 159 56 126 46.63% 16.42% 36.95% McGraw- Hill

Publisher Story Title Total Total Total Total % of % of % of Number of Number of Number of Number of Male Female Team Illustrations Male Female Team Illustrations Illustrations Illustrations Harcourt Officer Buckle and 24 9 3 12 37.50% 12.50% 50.00% Gloria by Peggy Rathmann Harcourt Pepita Talks 15 0 7 8 0.00% 46.67% 53.33% Twice by Ofelia Dumas Lachtman Harcourt Nate the Great, 17 13 0 4 76.47% 0.00% 23.53% San Francisco Detective by Marjorie Weinman Sharmat and Mitchell Sharmat Harcourt Allie’s Basketball 15 1 2 12 6.67% 13.33% 80.00% Dream by Barbara E. Barber Harcourt The Olympic 13 7 4 2 53.85% 30.77% 15.38% Games: Where Heroes Are Made by Nicolas Camacho Harcourt Turtle Bay by 9 3 0 6 33.33% 0.00% 66.67% Saviour Pirotta Harcourt Balto, the Dog 5 5 0 0 100.00% 0.00% 0.00% Who Saved Nome by Margaret Davidson Harcourt Wild Shots, 5 0 5 0 0.00% 100.00% 0.00% They’re My Life by Tui De Roy Harcourt Little Grunt and 19 9 0 10 47.37% 0.00% 52.63% the Big Egg by Tomie dePaola Harcourt Sue, the 4 2 1 1 50.00% 25.00% 25.00% Tyrannosaurus Rex by Andrew Keown Harcourt Rosie, a Visiting 18 8 10 0 44.44% 55.56% 0.00% Dog’s Story by Stephanie Calmenson Harcourt The Stories Julian 10 1 1 8 10.00% 10.00% 80.00% Tells by Ann Cameron Harcourt The Talent Show 8 0 2 6 0.00% 25.00% 75.00% by Susan Wojciechowski 108

Harcourt Centerfield 11 9 0 2 81.82% 0.00% 18.18% Ballhawk by Matt Christopher Harcourt Ramona Forever 9 1 6 2 11.11% 66.67% 22.22% by Beverly Cleary Harcourt Saying We Share: 3 1 2 0 33.33% 66.67% 0.00% Proverbs and Fables by Norma Tong Lee Harcourt The Hare and the 0 0 0 0 0.00% 0.00% 0.00% Tortoise by Aesop Harcourt The Young 0 0 0 0 0.00% 0.00% 0.00% Rooster by Arnold Lobel Harcourt The Dog and the 0 0 0 0 0.00% 0.00% 0.00% Wolf by Jean de la Fontaine, retold by Anne Rockwell Harcourt Two Mice by 0 0 0 0 0.00% 0.00% 0.00% Marie L. McLaughlin

Harcourt Book 3.1 191 69 43 79 36.13% 22.51% 41.36%

Harcourt Papa Tells Chita a 8 5 0 3 62.50% 0.00% 37.50% Story by Elizabeth Fitzgerald Howard Harcourt Coyote Places the 0 0 0 0 #DIV/0! #DIV/0! #DIV/0 Stars retold by ! Harriet Peck Taylor Harcourt Starry Starry 3 2 0 1 66.67% 0.00% 33.33% Night by James Muirden Harcourt Why Mosquitoes 0 0 0 0 #DIV/0! #DIV/0! #DIV/0 Buzz in People’s ! Ears retold by Verna Aardema Harcourt The Ant and the 2 0 0 2 0.00% 0.00% 100.00 Grasshopper % retold by Amy Lowry Poole Harcourt Lon Po Po: A Red- 5 0 5 0 0.00% 100.00% 0.00% Riding Hood Story From China translated by Ed Young Harcourt The Crowded 7 0 0 7 0.00% 0.00% 100.00 House by Eva % Jacob Harcourt The Crowded 4 0 0 4 0.00% 0.00% 100.00 House retold by % Pleasant deSpain Harcourt Leah’s Pony by 12 2 5 5 16.67% 41.67% 41.67% Elizabeth Friedrich Harcourt Yippee-Yay! A 16 11 1 4 68.75% 6.25% 25.00% Book About Cowboys and Cowgirls by Gail Gibbons Harcourt Boom Town by 20 5 3 12 25.00% 15.00% 60.00% Sonia Levitin Harcourt Cocoa Ice by 25 2 15 8 8.00% 60.00% 32.00% Diana Appelbaum 109

Harcourt Our Nation’s 0 0 0 0 #DIV/0! #DIV/0! #DIV/0 Oldest City: St. ! Augustine Florida by Austin Reaves Harcourt If You Made a 38 20 2 16 52.63% 5.26% 42.11% Million by David M. Schwartz Harcourt Alejandro’s Gift 8 8 0 0 100.00% 0.00% 0.00% by Richard E. Albert Harcourt Rocking and 3 2 0 1 66.67% 0.00% 33.33% Rolling by Philip Steele Harcourt The Armadillo 0 0 0 0 #DIV/0! #DIV/0! #DIV/0 from Amarillo by ! Lynne Cherry Harcourt Visitors from 1 1 0 0 100.00% 0.00% 0.00% Space by Jeanne Bendick Harcourt Book 3.2 152 58 31 63 38.16% 20.39% 41.45%

Harcourt Total 343 127 74 142 37.03% 21.57% 41.40%

110

APPENDIX F

MAIN, MINOR AND MENTIONED CHARACTER DATA MATRIX COMPLETED

111

Name & Gender of Name & Gender of Minor Name & Gender of Mentioned Publisher Story Title Main Character(s) Character(s) Character(s) Scott Boom Town by Sonia Amanda (female)- Ma (female)-she “preacher” (male)-he Foresman Levitin she Pa (male)-he “cobbler” (male)-his Billy (male)-“Brother” Joe (male)- “Brother” Ted (male)-“Brother” Baby Betsy (female)-she Peddler Pete (male)-he Cowboy Charlie (male)-he Mr. Hooper (male)-“Mr.” Miss Camilla (female)-she “prospector” (male)-he Scott What About Me? By “boy” (male) Grand Master (male)-he Foresman Ed Young Carpetmaker (male)-based on picture Spinner Woman (female)-her Goatkeeper (male)-him Goatseller (male)-him Carpenter (male)-him Matchmaker (female)-she Merchant (male)-him Merchant’s daughter (female)-she Scott Alexander, Who Used Alexander (male)- Father (male) Foresman to Be Rich Last (based on pictures) Mother (female) David (male)-him Sunday Anthony (male)-“brother” Cathy (female)-based on an By Judith Viorst Nicholas (male)-“brother” illustration Grandma Betty (female) Grandpa Louie (male) Eddie (male)-he Scott If You Made a Million No characters No characters No characters Foresman by David M. Schwartz Scott My Rows and Piles of Saruni (male)-“boy” Murete (male)- “father” “market man”- (male)-“man” Foresman Coins by Tololwa M. Yeyo (female)- Mollel mother” Bicycle salesman (male)-him Scott Penguin Chick by Female emperor Foresman Betty Tatham penguin (female) Father penguin (male) Chick(male)-his Scott A Day’s Work by Eve Francisco (male)-he Ben (male)-he Mama (female) Foresman Bunting Grandfather “Abuleo” (male Scott Prudy’s Problem and Prudy (female)-she “Dad”(male)-he Foresman How She Solved It by “Mom”(female)-she Carey Armstrong-Ellis Evie (female)-Prudy’s little sister Egbert (male)-based on picture Belinda (female)-based on picture Harold-(male) based on picture Scott Tops and Bottoms by Hare (male)-he Bear (male)-he Foresman Janet Stevens Mrs. Hare (female) Scott William’s House by William (male)-he Elizabeth (female)-“William’s “William’s sons” Foresman Ginger Howard wife” the boys”-(male) Counsin Samuel (male)-he Constance-(female)-“Cousin Samuel’s wife” Scott The Gardener by Sarah Lydia Grace Finch- Uncle Jim (male) Foresman Stewart (female) Grandma (female) “neice” Papa (male) Mama (female) Ed Beech (male)-based on pictures Emma Beech (female)-she’d Scott Pushing Up the Sky by Characters genders Characters genders were not Characters genders were not indicated Foresman Joseph Bruchac were not indicated indicated Scott Night Letters By Lily (female) Old sycamore tree (female)-she Foresman Palmyra LoMonaco 112

Name & Gender of Name & Gender of Minor Name & Gender of Mentioned Publisher Story Title Main Character(s) Character(s) Character(s) Scott A Symphony of Glashka (female)- Glashka’s Father (male) Narna/the whale (female)-she Foresman Whales she Glashka’s Mother (female) By Steve Schuch Glashka’s grandmother (female) Icebreaker captain (male)-he Volcanoes: Nature’s Scott Incredible Fireworks Foresman by David L. Harrison No characters No characters No characters Scott Wings by Christopher Narrator (female)- Policeman (male)-his Teacher (male)-he Foresman Myers based on pictures Ikarus Jackson (male)-he Scott Hottest Coldest No characters Foresman Highest Deepest by Steve Jenkins Scott Rocks in His Head by Father (male) Mother (female) Grandfather (male) Foresman Carol Otis Hurst Grace Johnson (female)-she Scott America’s Champion Gertrude Father (male) Grandmother (female) Foresman Swimmer: Gertrude Ederle/Trudy Mother (female) President Calvin Coolidge (male)-he Ederle by David A. (female)-she Margaret (female)-she Adler Trainer (male)-he Mayor Jimmy Walker (male)-he Scott Fly, Eagle, Fly: An Farmer (male)-he Farmer’s Friend (male)-he Farmer’s Wife (female) Foresman African Tale retold by Christopher Gregorowski Scott Suki’s Kimono by Suki (female)-she Mari (female)-“Suki’s sister” Suki’s grandma (female) Foresman Chieri Uegaki Yumi (female)-“Suki’s sister” Boy in school (male) Penny (female)-“girl” Mrs. Paggio (female) Scott How My Family Lives Sanu (female)- Sanu’s daddy (male) Badu (male)-he Foresman in America by Susan based on picture Sanu’s mommy (female) Sanu’s daddy’s mommy (female) Kuklin Eric (male)-based April’s papa (male) Sanu’s daddy’s daddy (male) on picture Sanu’s mommy’s mommy (female) April (female)- Eric’s daddy (male) based on picture Eric’s mommy (female) Nana Carmen/Eric’s mommy’s mommy (female) Grocer (male)-based on picture Eric’s Godmother (female) Julius (male)-April’s brother May (female)-April’s sister April’s mama (female) Scott Good-Bye, 382 Shin Jangmi (female)- Jangmi’s Dad (male) Jangmi’s grandmother (female) Foresman Dang Dong by Frances based on pictures Jangmi’s Mom (female) Park and Ginger Park Kisuni (female)-she Mary (female)-she Scott Jalapeno Bagels by Pablo (male)-based Pablo’s mother (female) Pablo’s grandmother (female) Foresman Natasha Wing on pictures Pablo’s father (male) Scott Me and Uncle Romie James (male)-his B.J. (male)-he Daddy (male) Foresman by Claire Hartfield Mama (female) “Lady” (female)-her Aunt Nanette (female) Uncle Romie (male)-he Scott The Story of the Statue Frederic Auguste President Grover Cleveland (male) Foresman of Liberty by Betsy & Bartholdi (male)-he Giulio Maestro Scott Happy Birthday Mr. Mr. Kang (male)-he Sam (male)-he Foresman Kang by Susan L. Mrs. Kang (female) Roth Mr. Lum (male)

Scott Talking Walls: Art for Narrator (not Hector Ponce (male)-he Foresman the People by Katacha identified) Joshua Sarantitis (male)-he Diaz Paul Botello (male)-he David Botello (male)-he Wayne Healy (male)-he 113

Name & Gender of Name & Gender of Minor Name & Gender of Mentioned Publisher Story Title Main Character(s) Character(s) Character(s) Scott Two Bad Ants by Two ants (not Scout (not identified) Foresman Chris Van Allsburg identified) Ant Queen (female)-she Scott Elena’s Serenade Elena (female)-she Papa (male) Foresman By Campbell Geeslin Pedro (male)-Elena’s brother Burro (male)-his Roadrunner (male)-he Coyote (male)-he Boss (male)-he

SRA/ Gloria Who Might Be Julian (male)-based Gloria (female)- she Huey (male)- his McGraw-Hill My Best Friend by on illustrations Julian’s Father (male)- he Ann Cameron Gloria’s Mother (female)-she SRA/ Angel Child, Dragon Ut (Nguyen Hoa) Raymond(male)-he Teacher (gender unidentified) McGraw-Hill Child by Michele (female)- based on Mother (female)- she Father(male)- he Maria Surat illustrations Principal(male)- he Little Quang (male)-his Chi Hai (female)-she SRA/ The Tree House by Chrissy (female)- Leah (female)-she Chrissy’s Grandfather (male)-he McGraw-Hill Lois Lowry she Leah’s Father (male)-he Leah’s Mom (female)-she SRA/ Rugby & Rosie by Nan Narrator (male- Rugby (Male dog)-he Mom (female) McGraw-Hill Parson Rossiter Indicated by Rosie (Female dog)- she Dad (Male) illustrations) Blue (Male puppy)-he Rosie’s new owner (female)-she SRA/ Teammates by Peter Jackie Robinson Branch Rickey (Male)-he McGraw-Hill Golenbock (Male)-he Pee Wee Reese (Male) -he SRA/ The Legend of Damon Damon (male)-he King (Male)- he McGraw-Hill and Pythias by Fan Pythias (male)-he Soldier (male)- he Kissen First Robber (male)- he Second Robber (male)- he Mother (female)- she SRA/ The Boy Who Didn’t King Shabazz Tony Polito (male)- he Teacher McGraw-Hill Believe in Spring by (male)- he Mama (female)- she Junior Williams (male)- he Lucille Clifton Tony’s Brother Sam (male)- he Tony’s Ma ( Female)- she SRA/ Make Way for Mr. Mallard (male)- Policeman, Michael (male)- he Old Lady (female) McGraw-Hill Ducklings by Robert his Baby Ducklings: Jack, Kack, McCloskey Mrs. Mallard Lack, Mack, Nack, Ouack, Pack, (female) -her Quack (Gender unidentified) Clancy (gender unidentified) SRA/ Urban Roosts: Where No Characters No Characters No Characters McGraw-Hill Birds Nest in the City by Barbara Bash SRA/ Two Days in May by Sonia (female)- Mama (female)- she Mr. Smiley (male) McGraw-Hill Harriet Peck Taylor indentified by Papa/Luis (male)- he The old pigeon lady (female) illustrations) Mr. Donovan (male)- he Danny, Sonia’s brother (male) Teresa Yasamura (female) Sandy Yasamura (female) Peach (female) Chester Isidro Sanchez Ana Sanchez (Female)- she Clarence Martin Mr. Benny (male) Carl Jackson (male)-he Steve Scully(male)-he SRA/ Secret Place by Eve Narrator (male, Peter (male, indicated by Mrs. Arren (female) McGraw-Hill Bunting indicated by illustrations) Mr. Ramirez (male) illustrations) Janet (female, indicated by Father (male)-he illustrations)

114

Name & Gender of Name & Gender of Minor Name & Gender of Mentioned Publisher Story Title Main Character(s) Character(s) Character(s) SRA/ Through Grandpa’s John (male, Grandpa (male)-he Peter (male) McGraw-Hill Eyes by Patricia indicated by Nana (female)-she Maggie (female) MacLachlan illustrations) SRA/ The Cat Who Became Cat (no gender Mouse (no gender indicated) McGraw-Hill a Poet by Margaret indicated) Witch(female)-her Mahy SRA/ A Cloak for the Misha (male)-he Archduke (male) he Archduke’s wife (female) McGraw-Hill Dreamer by Aileen Tailor/father (male) –he Friedman Ivan (male)-he Alex (male)-he SRA/ Picasso by Mike Pablo Picasso Picasso’s Father (male) McGraw-Hill Venezia (male)-he Fernande (female)-“Picasso’s wife” SRA/ The Emperor’s New Emperor (male)-he Emperor’s wife (female) McGraw-Hill Clothes by Hans Two Swindlers (both male)-based Christian Andersen on illustrations Minister (male)-he SRA/ Roxaboxen by Alice Marian (female)-she Charles (male)-he McGraw-Hill McLerran Anna May (female)-Marian’s sister Frances (female)-Marian’s sister Little Jean (female)- Marian’s sister Eleanor (female)-based on illustration Jamie (male)-his Paul (male)-Jamie’s brother SRA/ A New Coat for Anna Anna (female)-she Farmer (male)-he Grandfather (male) McGraw-Hill by Harriet Ziefert Anna’s mother Old woman/spinner (female) (female) Weaver (not identified) Tailor (male)-he SRA/ Alexander, Who Used Alexander (male)- Father (male) David (male)-him McGraw-Hill to Be Rich Last Sunday (based on pictures) Mother (female) Cathy (female)-based on an by Judith Viorst Anthony (male)-“brother” illustration Nicholas (male)-“brother” Grandma Betty (female) Grandpa Louie (male) Eddie (male)-he SRA/ Kids Did It! in Adam Baratz McGraw-Hill Business by Judith E. (male)-he Rinard Ebony Hood (female)-she Marc Wright (male)-he Abbey Fleck (female)-she SRA/ The Cobbler’s Song by Cobbler (male)-he Cobbler’s wife (female) McGraw-Hill Jean de La Fontaine Rich man (male) SRA/ Four Dollars and Fifty Shorty Long Big Oscar (male)-his McGraw-Hill Cents by Eric A. (male)-he Widow Macrae (female)-she Kimmel Duck Pooley (male)-he Circle K boys (male) Big Nose George Parrott (male)- his Smiley Dunlap (male)-he Oregon Kid (male)-he SRA/ The Go-Around Dollar Narrator (not Matt (male)-based on illustrations McGraw-Hill by Barbara Johnston identified) Eric (male)-based on illustrations Adams Jennifer (female)- based on illustrations Rob (male)- based on illustrations Kathy (female)-based on illustrations

115

Name & Gender of Name & Gender of Minor Name & Gender of Mentioned Publisher Story Title Main Character(s) Character(s) Character(s) SRA/ Uncle Jed’s Sarah Jean Daddy (male) Granddaddy (male) McGraw-Hill Barbershop by (female)-based on Mama (female) Margaree King illustrations Mr. Ernest Walters (male) Mitchell Uncle Jed/Jedediah Johnson (male) SRA/ A Story A Story by Ananse/Spider man Nyame/Sky God (male)-he McGraw-Hill Gail E. Haley (male) Osebo/ leopard (male)-his Mmoatia/fairy (female)-she SRA/ Oral History by T. No characters McGraw-Hill Marie Kryst SRA/ Storm in the Night by Thomas (male)-he “terrible man”(male)-he McGraw-Hill Mary Stolz Grandfather (male)

SRA/ Carving the Pole by David (male)-his David’s father (male) McGraw-Hill Diane Hoyt-Goldsmith SRA/ The Keeping Quilt by Patricia (female)- Great Grandma Anna (female) Ann’s Father (male) McGraw-Hill Patricia Polacco based on illustration Anna’s Mother (female) Uncle Vladimir (male) Mary Ellen (female)-she Aunt Havalah (female) Aunt Natasha (female) Great Grandpa Sasha (male Grandma Carle (female) Grandpa George (male) Enzo-Mario (male)-“Patricia’s husband” Traci Denise (female)-she SRA/ Johnny Appleseed by John Chapman/ Mother (female) McGraw-Hill Steven Kellogg Johnny Appleseed Father (male) (male)-he Baby brother (male) SRA/ Aunt Flossie’s Hats Susan (female)- Great-great-aunt Flossie (female) Uncle Jimmy (male) McGraw-Hill (and Crab Cakes based on Sarah (female)-based on Later) by Elizabeth illustrations illustrations Fitsgerald Howard Mommy (female) Daddy (male) SRA/ The Country Mouse Country Mouse City Mouse (female)-she McGraw-Hill and the City Mouse by (female)-she Heidi Holder SRA/ Leah’s Pony by Leah (female)-she Papa (male) McGraw-Hill Elizabeth Friedrich Mama (female) Mr. B (male) Auctioneer (male)-“man” Farmer (male)-he Neighbor (male)-he SRA/ Cows in the Parlor: A McGraw-Hill Visit to a Dairy Farm Charlie Maggie/cow-(Female)-she by Cynthia McFarland Riddle/farmer (male)-he SRA/ Just Plain Fancy by Naomi (female)-she Aunt Sarai (female) Momma (female) McGraw-Hill Patricia Polacco Ruth (female)-she Hannah-gender not identified Kaleb (male)-he Martha (female)-she SRA/ What Ever Happened Narrator (not Sarah Baxter (female)-she McGraw-Hill to the Baxter Place? identified) Pete Baxter (male)-based on By Pat Ross illustrations Sue Ann (female)-she Pete (male)-he Jim (male)-he Wally (male)-he Jess Hammil (male)-he Emma Price (female)-her George Stillwell (male)-he

116

Name & Gender of Name & Gender of Minor Name & Gender of Mentioned Publisher Story Title Main Character(s) Character(s) Character(s) Harcourt Officer Buckle and Officer Buckle Mrs. Toppel (female- indicated by Gloria by Peggy (male)-he illustration) Rathmann Gloria (female)- she Claire (female)- she Harcourt Pepita Talks Twice by Pepita (female)-her Pepita’s brother, Juan (male) Pepita’s Grandmother, Abuelita Ofelia Dumas Mr. Hobbs (male) (female) Lachtman Aunt Rosa (female) Migual (male)-his Pepita’s mother (female) Mr. Jones (male) Miss Garcia (female) Harcourt Nate the Great, San Nate the Great Olivia Sharp (female)-her Lady at the bookstore (female) Francisco Detective by (male)-indicated by Willie (male)-indicated by Waiter (male)- he Marjorie Weinman illustrations illustrations Sharmat and Mitchell Duncan (male)-his Sharmat Annie (female)-she Rosamond (unidentified) Claude (male) indentified by illustration Harcourt Allie’s Basketball Allie (female)- Allie’s Father (male)-he Aunt Harriet (female) Dream by Barbara E. indicated by Mr. Puchinsky (male) Gwen (female)-she Barber illustrations Mr. Gonzalez (male) Keisha (female)-her Sheba(unidentified) Julio (male) indicated by illustration Buddy (male)-he Harcourt The Olympic Games: No main characters Baron de Coubertin (male)-he Where Heroes Are Evelyn Ashford (female)-her Made by Nicolas Michael Johnson (male)-he Camacho Jesse Owens (male- factual) Carl Lewis (male-factual) Johnny Weissmuller (male) –he Mark Spitz (male)- he Lenny Krayzelburg (male)-he Lisa Fernandez (female)-she Juri Takayama (female-factual) Laura Berg (Female-factual) Harcourt Turtle Bay by Saviour Taro (male)-him Taro’s sister, Yuko (female) Pirotta Jiro-San (male)-he Harcourt Balto, the Dog Who Balto (male)-he Telegraph operator (male)-he Saved Nome by Gunnar Kasson Charlie Olson Margaret Davidson (male)-his

Harcourt Wild Shots, They’re Narrator -author, My Life by Tui De Roy Tui De Roy (female indicated by photographs) Harcourt Little Grunt and the Little Grunt (male)- Unca Grunt (male) Big Egg by Tomie he Ant Grunt (female) dePaola Granny Grunt (female) Mama Grunt (female) Papa Grunt (male) Chief Rockhead Grunt George (male)-he (later discovered the dinosaur was a “she”-Georgina) Harcourt Sue, the Sue Hendrickson Tyrannosaurus Rex by (female)- she Andrew Keown

117

Name & Gender of Name & Gender of Minor Name & Gender of Mentioned Publisher Story Title Main Character(s) Character(s) Character(s) Harcourt Rosie, a Visiting Dog’s Rosie (female)-she Narrator (female- indicated by Story by Stephanie illustrations Calmenson Robin Kovary (female)-she Micky Niego (unidentified) Dr. Jimmy Corrao (male- identified by photo) David James (male-indicated by photo) Peter (male-indicated by photo) Alexander (male)-him Bea (female)-her Thomas (male)-his Linda (unidentified) Bill (male)-he Harcourt The Stories Julian Previously recorded Tells by Ann Cameron from other basal series Harcourt The Talent Show by Beany (female) – Mrs. Babbit (female)-her Kelsey Beany’s mother (female) Susan Wojciechowski identified by (unidentified) Kevin Gates(unidentified) illustrations Carol Ann (female)-her Boomer Fenton (male)-his Steven (unidentified) Pam (unidentified) Leo (unidentified) Wendy (unidentified) Beany’s father (male) Harcourt Centerfield Ballhawk Jose Mendez (male) Mrs. Dooley’s (female) Jose’s mom (female) by Matt Christopher –his Mr. Mendez (male) Jose’s sister, Carmen (female) Adzie Healy (unidentified) Coach (unidentified) Ump (unidentified) Barry Alfie (unidentified) Turtleneck (unidentified) T.V. (unidentified) Ted Jackson (unidentified) Harcourt Ramona Forever by Ramona (female)- Beezus (female)- her Mrs. Kemp (female) Beverly Cleary her Mrs. Quimby (female) Aunt Bea (female) Mr. Quimby (male) Uncle Hobart (male) Roberta Day, nickname: Algie (female) -she Nurse (female) –she Doctor (male)-he Harcourt Saying We Share: No Characters No Characters No Characters Proverbs and Fables by Norma Tong Lee Harcourt The Hare and the Tortoise (female) – Tortoise she Hare (male) –he Harcourt The Young Rooster Young Rooster Father (male) (male)-his Pig (unidentified) Sheep (unidentified) Bull (unidentified) Harcourt The Dog and the Wolf Wolf (male)-he Dog (male-called “sir”)

Harcourt Two Mice Mouse #1 (female)- she Mouse #2 (female)- she Harcourt Papa Tells Chita a Chita (female)-she Mama (female) Story by Elizabeth Papa (male) Colonel (male)-he Fitzgerald Howard Officer (male)-he Harcourt Coyote Places the Coyote (male)-he Bear (male)-his Stars retold by Harriet Peck Taylor

118

Name & Gender of Name & Gender of Minor Name & Gender of Mentioned Publisher Story Title Main Character(s) Character(s) Character(s) Harcourt Starry Starry Night by No characters No characters No characters James Muirden Harcourt Why Mosquitoes Buzz Narrator (not Mosquito (female)-she Antelope (not identified) in People’s Ears retold identified) Iguana (male)-he by Verna Aardema Python (male)-he Rabbit (female)-she Crow (male)-he Monkey (male)-he Mother Owl (female)-she King Lion (male)-his Harcourt The Ant and the Grasshopper Emperor (male)-him Grasshopper retold by (male)-he Ants (unidentified) Amy Lowry Poole Harcourt Lon Po Po: A Red- Wolf (male)-he Mother(female) Grandmother (female) Riding Hood Story Shang (female)-she From China translated Tao (female)-Shang’s sister by Ed Young Paotze (female)-Shang’s sister Harcourt The Crowded House Bartholomew/wise Mother (female) by Eva Jacob man (male)-based Molly on illustrations Joan Father/John the Meg Carpenter (male) Mary Ann Martin Willy Tom Joseph Granny Harcourt The Crowded House Jacob (male)-he Rabbi (male)-he Leah (female)-Jacob’s wife retold by Pleasant deSpain Harcourt Leah’s Pony by Leah (female)-she Papa (male) Elizabeth Friedrich Mama (female) Mr. B (male) Auctioneer (male)-“man” Farmer (male)-he Neighbor (male)-he Harcourt Yippee-Yay! A Book No characters No characters No characters About Cowboys and Cowgirls by Gail Gibbons Harcourt Boom Town by Sonia Amanda (female)- Ma (female)-she “preacher” (male)-he Levitin she Pa (male)-he “cobbler” (male)-his Billy (male)-“Brother” Joe (male)- “Brother” Ted (male)-“Brother” Baby Betsy (female)-she Peddler Pete (male)-he Cowboy Charlie (male)-he Mr. Hooper (male)-“Mr.” Miss Camilla (female)-she “prospector” (male)-he Harcourt Cocoa Ice by Diana Narrator 1 (female)- Papa 1 (male) Mama 1 (female) Appelbaum based on Papa 2 (male) Mama 2 (female) illustrations Uncle Jacob (male) Narrator 2 (female)- based on illustrations Harcourt Our Nation’s Oldest No characters No characters Pedro Menendez de Aviles (male)-he City: St. Augustine Florida by Austin Reaves Harcourt If You Made a Million No Characters No Characters No Characters by David M. Schwartz Harcourt Alejandro’s Gift by Alejandro (male)-he Richard E. Albert

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Name & Gender of Name & Gender of Minor Name & Gender of Mentioned Publisher Story Title Main Character(s) Character(s) Character(s) Harcourt Rocking and Rolling No characters No characters No characters by Philip Steele Harcourt The Armadillo from Armadillo (male)- Golden eagle (female)-she Amarillo by Lynne he Cherry Harcourt Visitors from Space by No characters No characters No characters Jeanne Bendick

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APPENDIX G

GENRE AND CONTENT DATA MATRIX COMPLETED

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Publisher Story Title Genre Content Scott Wings by Fantasy: a story in A girl has the courage to stand up for a new boy at school who is Foresman Christopher Myers which unbelievable constantly teased for having a set of wings. things happen. Scott Hottest Coldest Highest Expository nonfiction: Describes several natural wonders of the world. Some of the places Foresman Deepest by Steve Jenkins gives information included are the hottest, coldest, windiest, snowiest, highest, and about the real world. deepest places on Earth. Scott Rocks in His Head by Biography: A story The narrator tells the story of her father’s love of collecting rocks and Foresman Carol Otis Hurst about a real person’s how it led to his job as an expert of rocks at a local museum. life, written by another person. Scott America’s Champion Biography: A story Shares the story of famous swimmer, Gertrude Ederle and how she Foresman Swimmer: Gertrude about a real person’s became the first woman to swim the English Channel. Ederle by David A. Adler life, written by another person. Scott Fly, Eagle, Fly: An Folk tale: A story or A farmer looking for a lost calf after a terrible storm finds an eagle Foresman African Tale retold by legend from another chick blown from its nest and brings it home to live among his Christopher Gregorowski land that is handed chickens. Although the farmer trains the eagle to be a chicken, the down from one farmer’s friend struggles to prove to the farmer and the eagle itself that generation to the next. the eagle is not a chicken. Scott Suki’s Kimono by Chieri Realistic fiction: a A girl named Suki wants to wear a kimono that her grandmother gave Foresman Uegaki made up story that her on the very first day of school, even though her sisters warn her that could actually happen. she will be made fun of for wearing it. Scott How My Family Lives in Narrative nonfiction: Discusses how three American children who have at least one parent Foresman America by Susan Kuklin gives factual who did not grow up in the United States bring their heritage to information about real American. people and events in the form of a story. Scott Good-bye 382 Shin Dang Realistic fiction: a A Korean girl named Jangmi is sad when she learns she must leave her Foresman Dong by Frances Park made up story that home country and move to America. and Ginger Park could actually happen. Scott Jalapeno Bagels by Realistic fiction: a A boy named Pablo ponders over what to bake and bring to school for Foresman Natasha Wing made up story that International Day. Pablo helps his parents prepare food at their bakery could actually happen. before deciding to bring jalapeno bagels. Scott Me and Uncle Romie by Realistic fiction: a A boy named James is unsure what to expect when he has to spend part Foresman Claire Hartfield made up story that of the summer with his Uncle Romie and Aunt Nanette in New York could actually happen. City. Scott The Story of the Statue of Narrative nonfiction: Describes how the Statue of Liberty was designed and built and what Foresman Liberty by Betsy and gives factual led to its final placement in New York. Giulio Maestro information about real people and events in the form of a story. Scott Happy Birthday Mr. Realistic fiction: a Mr. Kang, a poet who was born in China, makes a wish on his Foresman Kang by Susan L. Roth made up story that seventieth birthday for a pet bird. After getting a pet bird and could actually happen. befriending it, he decides to let the bird go free, given that America is the land of the free. Scott Talking Walls: Art for the Photo Essay: relies on Discusses several murals painted by artists such as Hector Ponce, Foresman People by Katacha Diaz photographs to help Joshua Sarantitis, and Paul and David Botello and how the paintings give factual share personal stories, social beliefs, and inspiration to those who see information. them. Scott Two Bad Ants by Chris Animal fantasy: story A group of ants are out gathering more “delicious sparkling crystals” for Foresman Van Allsburg with animal characters their queen ant, when two of the ants decide to stay behind, desiring to that behave like eat the tasty crystals everyday, forever. When a scary turn of events take humans place for the two ants they decide they are better off at home. Scott Elena’s Serenade by Fantasy: a story in A Mexican girl named Elena is upset when her father says she is too Foresman Campbell Geeslin which unbelievable young to learn how to be a glassblower. When she decides to take a trip things happen. to Monterrey, where the great glassblowers are, Elena is surprised to find that she has the ability to create beautiful music and glass objects when she blows into her pipe. Scott Boom Town by Historical fiction: a After Amanda’s family moves west to California where her father hopes Foresman Sonia Levitin made-up story that to strike gold while working in the gold fields, she decides to make her takes place in the past. own money by baking pies. Amanda soon begins to encourage other people in her town to provide more services, such as a general store, bank, and school in order for the town to grow and succeed.

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Publisher Story Title Genre Content Scott What About Me? By Ed Fable: story that A boy who longs for knowledge from the “Grand Master,” finds himself Foresman Young teaches a lesson, or on a long journey of helping other people in order to finally receive the moral. knowledge he desires from the “Grand Master.” Scott Alexander Who Used to Realistic fiction: A boy named Alexander discusses how he had lots of money last Foresman Be Rich Last Sunday by made-up story that Sunday until he gradually spent all of it. Judith Viorst could really happen. Scott If You Made a Million by Nonfiction: text A magician shows how various amounts of money can be spent, saved, Foresman David M. Schwartz explains something or brought to the bank to earn interest. about real life. Scott My Rows and Piles of Realistic fiction: A boy named Saruni saves up the money he earns helping his mother Foresman Coins by Tololwa M. made-up story that with market work on Saturdays to buy his very own bicycle Mollel could really happen. Scott Penguin Chick by Betty Expository nonfiction: Discusses the events that take place after a female emperor penguin lays Foresman Tatham gives information an egg. The story shares what the female and male penguin do up until about the real world. the egg hatches and then how they care for their penguin chick until he is old enough to travel the ocean. Scott A Day’s Work by Eve Realistic fiction: made A boy named Francisco helps his Spanish speaking grandfather find Foresman Bunting up story that could work as a gardener in California. When his grandfather learns that happen in real life. Francisco lied in order to get him the job, he makes them both do a huge favor for their new employee. Scott Prudy’s Problem and Fantasy: a story in A girl named Prudy ends up with a big dilemma when her collection of Foresman How She Solved It by which unbelievable possessions grows so big that her room actually explodes. She must find Carey Armstrong-Ellis things happen. a solution to her problem that still allows her to continue to collect belongings. Scott Tops and Bottoms Animal Fantasy: a When Hare and his family find themselves in debt, Hare makes a Foresman adapted by Janet Stevens story with animal business deal with sleepy Bear, saying that if he plants and harvests characters that behave Bear’s garden, they can split the profits. All Bear has to do is choose the like people. half he wants - tops or bottoms. When sleepy Bear takes tops, he finds that he's been tricked by clever Hare when the harvest comes in and he only receives the top leaves from carrots, radishes, and beets. Scott William’s House by Historical fiction: a While building a house in New England in 1637, William finds that the Foresman Ginger Howard made-up story that house he builds is constantly being modified to adjust to the changing takes place in the past. weather throughout the year. Scott The Gardener by Sarah Realistic fiction: made A girl name Lydia writes a series of letters to her family explaining Foresman Stewart up story that could what has happened since she moved to the city to live with her Uncle happen in real life. Jim after her father loses his job. In the letters she shares how she has been working on a special rooftop garden in hopes of making her Uncle Jim smile. Scott Pushing Up the Sky by Play: uses a cast of Shares a story about a time long ago when the sky was so close to the Foresman Joseph Bruchac characters. earth that many tall people would bump their heads on the sky. When the “seven wisest chiefs” get together and decide to push up the sky, they learn it is too heavy to do on their own. In order to successfully push up the sky all the people had to work together. Scott Night Letters by Palmyra Realistic fiction: made A girl named Lily takes her regular early evening walk to read and copy Foresman LoMonaco up story that could “night letters,” messages left from the various objects, animals, and happen in real life plants in her yard. Scott A Symphony of Whales by Fiction: a made up A girl named Glashka is the only one in her village who can hear Foresman Steve Schuch story musical messages from the whales. When she discovers thousands of whales trapped by frozen ice surrounding the water, she urges the crew of a Russian icebreaker to add human music to the whale calls they are broadcasting to reassure the beluga whales it is safe to follow the ship out to the open part of the water. Scott Volcanoes: Natures Expository nonfiction: Teaches interesting facts about volcanoes including how and why they Foresman Incredible Fireworks By gives information erupt, and the reasons why people study volcanoes. David L. Harrison about the real world

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Publisher Story Title Genre Content SRA/ Gloria Who Might Be My Realistic Fiction Julian becomes friends with his new neighbor, Gloria, despite her being McGraw-Hill Best Friend by Ann a girl. Cameron SRA/ Angel Child, Dragon Realistic Fiction Ut struggles at her new American school, missing her mother who is McGraw-Hill Child by Michele Maria still in Vietnam. Because of cultural and language barriers, she is made Surat fun of by Raymond who later on, after the two are forced to communicate, helps her raise money for Ut’s mother to move to the United States. SRA/ The Tree House by Lois Realistic Fiction Chrissy’s grandfather builds her a tree house that Chrissy does not want McGraw-Hill Lowry to share with anyone, especially her neighbor, Leah. Leah’s father builds Leah her own tree house. The girls realize after spending hours only in their separate houses, that it is more fun to be together and share. SRA/ Rugby & Rosie by Nan Realistic Fiction A young boy’s family raises a new puppy to be a guide dog. The puppy, McGraw-Hill Parson Rossiter Rosie, and the family dog, Rugby, become friends and the family becomes attached, making it difficult for the family to give Rosie to her new owner. SRA/ Teammates by Peter Biography The first Black baseball player, Jackie Robinson, to play for the McGraw-Hill Golenbock Brooklyn Dodgers in the White baseball League is supported by only one of his white teammates, Pee Wee Reese, while other teammates and white fans are cruel to him on and off the field. SRA/ The Legend of Damon Myth adapted as a play Pythias fearlessly stands up and disapproves the King’s cruel, unfair McGraw-Hill and Pythias by Fan laws. He is thrown into prison and is scheduled to be killed in two Kissen weeks. His dear friend Damon proposes to let Pythias to go home to say goodbye to his family and arrange for them to be cared for and for himself to take Pythias’ place in prison. If Pythias does not return by his execution time, Damon will die instead. The story is a true test of friendship and loyalty. SRA/ The Boy Who Didn’t Realistic Fiction A young boy named King Shabazz takes his friend Tony Polito on a McGraw-Hill Believe in Spring by journey through the city to find Spring. Lucille Clifton SRA/ Make Way for Ducklings Fantasy Mr. and Mrs. Mallard, a couple of ducks, find a city park near a McGraw-Hill by Robert McCloskey riverbank to start a family. They have eight ducklings. One day, Mrs. Mallard takes her babies on a walk through the town to the pond she and her mate, Mr. Mallard, once loved. SRA/ Urban Roosts: Where Expository Text Explains where different types of birds nest throughout the city. McGraw-Hill Birds Nest in the City by Barbara Bash SRA/ Two Days in May by Realistic Fiction Sonia alerts her mother about the beautiful family of deer that are in McGraw-Hill Harriet Peck Taylor their city garden behind their apartment building. When the whole community learns that the city plans to kill the deer, they join together and protest. By calling the wildlife rescue organization, they save the lives of the deer and find them a home. SRA/ Secret Place by Eve Realistic Fiction A young boy finds a secret river full of wildlife hidden in the loud, busy McGraw-Hill Bunting city. SRA/ Through Grandpa’s Eyes Realistic Fiction A young boy spends the day with his grandfather who is blind. He McGraw-Hill by Patricia MacLachlan spends the day using all his senses except for sight, so that he experiences the day as is grandfather does; through taste, sound, touch, and smell. SRA/ The Cat Who Became a Fantasy A cat eats a mouse that is a poet and consequently becomes a poet also. McGraw-Hill Poet by Margaret Mahy SRA/ A Cloak for the Dreamer Realistic Fiction A son of a Tailor, Misha, dreams of traveling the world, whereas his McGraw-Hill by Aileen Friedman two brothers hope to be tailors like their father. When they are given the job of making cloaks for the Archduke, the two sons work diligently to make the perfect cloak. Misha creates a cloak that shows his desire to travel through its bright colors of ocean blue and meadow green, however the cloak is not made properly. His father realizes his son wants to travels and fits Misha’s cloak and sends him away to travel the world. SRA/ Picasso by Mike Venezia Biography This story shares the life experiences and various paintings of artist McGraw-Hill Pablo Picasso. The author describes how Picasso’s paintings constantly change during various stages of his life. 124

Publisher Story Title Genre Content SRA/ The Emperor’s New Fairy Tale An emperor who loves trying on new clothes is offered the “most McGraw-Hill Clothes by Hans beautiful cloth imaginable” from two swindlers pretending to be Christian Andersen weavers. The swindlers explain to the emperor that the clothes are made from fabric that is invisible to anyone who is either foolish or unfit for his office. When the clothes arrive and he cannot see them, he pretends he can, in fear of appearing stupid. Wanting to show off his new outfit, he ends up walking in the royal procession without any clothes. SRA/ Roxaboxen by Alice Realistic Fiction As children, a girl named Marian and her sisters and friends go to a McGraw-Hill McLerran place she named Roxaboxen. Although Roxaboxen is simply a rocky hill, the children use their imaginations to make Roxaboxen a town of their own; complete with houses, cars, horses, shops, and all the ice cream they wanted. As the children grow up they still recall their memories of Roxaboxen and Marian even shares stories of the place with her own children. SRA/ A New Coat for Anna by Realistic Fiction When a young girl named Anna needs a new coat and her mother has no McGraw-Hill Harriet Ziefert money to get her one, her mother gives away several nice possessions in order to pay a local farmer, spinner, weaver, and tailor who help provide the necessary materials to make Anna’s new coat. SRA/ Alexander, Who Used to Realistic fiction A boy named Alexander discusses how he had lots of money last McGraw-Hill Be Rich Last Sunday by Sunday until he gradually spent all of it. Judith Viorst SRA/ Kids Did It! in Business Expository Text Describes three children and a teenager who used their own talents to McGraw-Hill by Judith E. Rinard start their own businesses at a young age. SRA/ The Cobbler’s Song by Fable An unhappy rich man, who constantly worries about his money, gives a McGraw-Hill Jean de La Fontaine poor cobbler who lives below him a purse full of his gold. The cobbler, who normally is a very happy man, finds that having the money has made him very unhappy. He decides to return the gold to the rich man knowing that the gold is not worth as much as his happiness. SRA/ Four Dollars and Fifty Tall Tale When Shorty Long owes Widow Macrae four dollars and fifty cents, McGraw-Hill Cents by Eric A. Kimmel she goes after him with a rolling pin to get her money back. To keep from paying Widow Macrae, Shorty Long pretends to be dead until almost getting his nose chopped off by a group of outlaws returning from robbing a train. Even after scaring the outlaws away and getting all their money, he still won’t pay Widow Macrae the four dollars and fifty cents he owes her. SRA/ The Go-Around Dollar Expository Text Describes how paper money is made, the different symbols found on a McGraw-Hill by Barbara Johnston dollar bill and what they mean, and the various things that can happen Adams to one dollar bill, such as being thrown in a washing machine, chewed by a pet, or dropped on the ground. The selection also shares what happens when people try to create fake money. SRA/ Uncle Jed’s Barbershop Historical Fiction Sarah Jean tells the story of her Uncle Jed and how he worked hard his McGraw-Hill by Margaree King whole life saving up money to open his own barbershop. She describes Mitchell how several events led him to lose the money he earned; such as the time he paid for Sarah Jean to have surgery or when he lost all his money in the bank during the great depression. Despite all his set-backs, he finally opened his own barbershop on his seventy-ninth birthday. SRA/ A Story A Story by Gail African Folktale When Ananse, the Spider man, asks if he could buy the Sky God’s McGraw-Hill E. Haley stories, the Sky God says the price of his stories are that he must bring him Osebo the leopard-of-the-terrible-teeth, Mmboro the hornets-who- sting-like-fire, and Mmoatia the fairy-whom-men-never-see. Although the Sky God does not believe a weak old man like Ananse can accomplish the task, Ananse is able to bring back Osebo, Mmboro, and Mmoatia and receive the Sky God’s stories forever. SRA/ Oral History by T. Marie Expository Text Discusses how people use oral history to keep records of the stories of McGraw-Hill Kryst their ancestors and also shares steps on how a person can save their family history. SRA/ Storm in the Night by Realistic Fiction A grandfather shares a childhood story about being afraid of McGraw-Hill Mary Stolz thunderstorms with his grandson, Thomas, when the electricity goes out during a storm. SRA/ Carving the Pole by Expository Text A boy named David describes the steps his father takes in order to make McGraw-Hill Diane Hoyt-Goldsmith a totem pole; from drawing the designs, to carving the log, to painting the pole. David also describes what the totem pole symbolizes and how totem poles were created in the past. 125

Publisher Story Title Genre Content SRA/ The Keeping Quilt by Realistic Fiction A girl named Patricia tells a story about her great grandma Anna and the McGraw-Hill Patricia Polacco quilt Anna’s mother made from her family’s old clothes so that Anna and future generations would always remember their home country in Russia. Patricia shares how the quilt acts as a “wedding huppa” and baby blanket for past and future generations. SRA/ Johnny Appleseed by Legend Shares the story of John Chapman and how he became known as McGraw-Hill Steven Kellogg Johnny Appleseed. The story explains how Johnny Appleseed traveled west through the wilderness and cleared land to plant apple seeds and create orchards for the arriving pioneer families. SRA/ Aunt Flossie’s Hats (and Realistic Fiction A girl named Susan tells about a Sunday tradition of her and her sister McGraw-Hill Crab Cakes Later) by trying on her Great-great-aunt Flossie’s hats and listening to her aunt Elizabeth Fitzgerald Flossie share stories and memories about each of the hats they try on. Howard SRA/ The Country Mouse and Fable When simple Country Mouse invites her old friend, City Mouse over McGraw-Hill the City Mouse by Heidi for a visit, City Mouse persuades Country Mouse to come stay with her Holder in the city. Country Mouse finds although the city life is much more luxurious, the mice must live in constant fear of danger and soon decides she prefers her simple life in the country. SRA/ Leah’s Pony by Elizabeth Realistic Fiction When Leah’s family doesn’t have enough money to pay back the bank, McGraw-Hill Friedrich their best possessions, including her father’s tractor, our auctioned off. In fear of her father losing their farm, Leah sells her pony and tries to use the money to bid for her father’s tractor. When the people at the auction see the young girl trying to help her family, they begin to make bids for items just to give them back to her family. SRA/ Cows in the Parlor: A Expository Text Informational text about the daily tasks of a dairy farmer named Charlie McGraw-Hill Visit to a Dairy Farm by Riddle. The text discusses what Charlie Riddle and his farm workers Cynthia McFarland must do each day to feed, milk, and take care of their cows. SRA/ Just Plain Fancy by Realistic Fiction When two young Amish girls named Naomi and Ruth find a very McGraw-Hill Patricia Polacco unusual egg behind their henhouse, they decide to put it with the rest of their chicken eggs. When the egg hatches and a beautiful peacock comes out, the girls are afraid the bird will be shunned from their Amish community for being “too fancy.” SRA/ What Ever Happened to Realistic Fiction Tells the story of the Baxter family’s farm and how their land was McGraw-Hill the Baxter Place? By Pat bought away to various companies over time until the west field became Ross a small market and eventually a large shopping plaza, the original pond and meadow became a lodge and tennis club, and the east field became a housing development.

Harcourt Officer Buckle and Fantasy: a story or A police officer named Officer Buckle always informs the school of Gloria by Peggy daydream very safety tips. No one actually listens until he gets a helpful dog, Gloria, Rathmann different from reality. who entertains the students during all of his speeches. They learn that they work better as a team. Harcourt Pepita Talks Twice by Realistic Fiction: tells A bilingual, young girl is frustrated with everyone asking her to act as a Ofelia Dumas Lachtman about characters and translator. She decides she is going to stop speaking Spanish because events that are like she is tired of speaking twice. people and events in real life. Harcourt Nate the Great, San Mystery: a story about A young detective tries to solve a friend’s case of a missing joke book Francisco Detective by something that is not in San Francisco. Marjorie known, understood, or WeinmanSharmat and explained. Mitchell Sharmat Harcourt Allie’s Basketball Dream Realistic Fiction: tells A young girl gets a basketball from her father and spends the day by Barbara E. Barber about characters and playing. Throughout the day she tries to get boys to play with her but events that are like they claim that girls can’t play basketball. She keeps playing despite the people and events in boys’ negativity. Eventually the boys give in and they all enjoy playing real life. a game of basketball. Harcourt A Guide To Basketball by Expository Nonfiction: An overview of the history of basketball and how the game is played. Tina Brigham explains information and ideas. Harcourt The Olympic Games: Expository Nonfiction: An overview of the history and the procedure of the Olympic games. Where Heroes Are Made explains information Tells the stories of six Olympic winners. by Nicolas Camacho and ideas 126

Publisher Story Title Genre Content Harcourt Turtle Bay by Saviour Realistic Fiction: tells An old wise man waits with a young boy for the turtles to come lay their Pirotta about characters and eggs on the beach. In the meantime they see many other animals in events that are like nature. people and events in real life. Papa Tells Chita a Story Historical Fiction: a A young girl named Chita looks forward to the nightly routine of Harcourt by Elizabeth Fitzgerald story that is set in the hearing her papa tell her stories before she goes to bed. During this Howard past and portrays night’s story, her papa retells the story of a time when he fought in the people, places, and Spanish War and was brave enough to take a dangerous trip across an events that did happen island to deliver a message about needing more supplies to the or could have American soldiers. happened. Harcourt Coyote Places the Stars Native American Tale: After creating a ladder to the moon by shooting a line of arrows at the retold by Harriet Peck a story that has been sky, Coyote re-arranges the stars in the shape of different animals. Taylor passed down through time. Harcourt Starry Starry Night by Expository Nonfiction: Discusses information about the stars people see at night, such as how James Muirden explains information the stars look from earth compared to seeing them at a closer distance. and ideas. The text also describes facts about the sun and how it is actually the nearest star. Harcourt Why Mosquitoes Buzz in West African Tale: a Shares the myth of how why mosquitoes buzz in people’s ears. People’s Ears retold by story that has been According to this story, a mosquito annoyed an iguana, who frightened Verna Aardema passed down through a python, which scared a rabbit, who startled a crow, which alarmed a time. monkey, who killed an owlet, and caused a Mother Owl to not wake the sun so that the day would come. Since mosquito was blamed for the events, she now has a guilty conscious and goes around whining in people’s ears asking everyone if they are still angry with her. Harcourt The Ant and the Fable: a short story When winter arrives Grasshopper wishes he would have listened to the Grasshopper retold by that teaches a lesson ants’ advice of preparing for his home for winter during the summer and Amy Lowry Poole fall. Grasshopper regrets spending his days sleeping, singing, and dances while the ants worked. Harcourt Lon Po Po: A Red-Riding Folktale: a story with When the mother of three young girls leaves to visit their grandmother Hood Story From China no known author that on her birthday, a wolf visits the girls’ house pretending to be their has been passed down grandmother. When the girls realize that the wolf is not their through time. grandmother, they trick the wolf to climb into a basket and have the girls lift him using a rope to the top of a gingko nut tree in order to eat the delicious nuts. When the wolf finally agrees, the girls kill the wolf by dropping the basket once it nears the top of the tree. Harcourt The Crowded House by Play: a story that can A family asks for advice from Bartholomew, the wisest man in the Eva Jacob be performed for an village when they feel their house is too crowded and they do not have audience. enough room. Bartholomew gives them the advice to have their goat, six chickens, and donkey live with them. After returning the animals to barnyard after living with the animals for several weeks, the family finds that their house seems much bigger and has plenty of room for them to live. Harcourt The Crowded House Folktale: a story with A man named Jacob asks a Rabbi for advice when he complains that his retold by Pleasant no known author that house is too crowded for his family to happily live in. The Rabbi deSpain has been passed down suggests that Jacob live with his seven chickens, goat, rooster, and cow. through time. After returning the animals to their outside living areas, after living with the animals for several weeks, the family finds that their house seems much bigger and has plenty of room for them to live. Harcourt Leah’s Pony by Elizabeth Historical Fiction: a When Leah’s family doesn’t have enough money to pay back the bank, Friedrich story that is set in the their best possessions, including her father’s tractor, our auctioned off. past and portrays In fear of her father losing their farm, Leah sells her pony and tries to people, places, and use the money to bid for her father’s tractor. When the people at the events that did happen auction see the young girl trying to help her family, they begin to make or could have bids for items just to give them back to her family. happened. Harcourt Yippee-Yay! A Book Expository Nonfiction: Discusses the era of the American cowboy during the 1860s to the About Cowboys and explains information 1890s and how wealthy ranches hired cowboys to round up their Cowgirls by Gail and ideas. longhorn cattle. The text also shares the various parts and purposes of Gibbons cowboys’ outfits, how the cowboys were able to capture cattle to round them up, and the specific names and tasks of various types of cowboys, such as the trail boss and flank riders.

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Publisher Story Title Genre Content Harcourt Boom Town by Sonia Historical Fiction a After Amanda’s family moves west to California where her father hopes Levitin story that is set in the to strike gold while working in the gold fields, she decides to make her past and portrays own money by baking pies. Amanda soon begins to encourage other people, places, and people in her town to provide more services, such as a general store, events that did happen bank, and school in order for the town to grow and succeed. or could have happened. Harcourt Cocoa Ice by Diana Informational Fiction Shares stories of two young girls, one living in Santa Domingo and the Appelbaum other in Maine. The first girl explains how her family harvests, dries, and roasts cocoa beans, which her father then trades on schooners from New England for bolts of cloth and ice. The second girl explains her family's ice-harvesting export business in Maine. The two girls’ stories cross when the first girl’s father trades cocoa beans for ice from the second girl’s Uncle Jacob. Harcourt Our Nation’s Oldest City: Expository Nonfiction: Shares factual information and about our nation’ oldest city, St. St. Augustine Florida by explains information Augustine, Florida, including information about the founder and how Austin Reaves and ideas. the city grew and changed throughout history. Harcourt If You Made a Million by Expository Nonfiction: A magician shows how various amounts of money can be spent, saved, David M. Schwartz explains information or brought to the bank to earn interest. and ideas. Harcourt Alejandro’s Gift by Realistic Fiction: tells A lonely man named Alejandro finds comfort in seeing small desert Richard E. Albert about characters and animals visit his garden and drink the water in one of the furrows. events that are like Realizing that the animals visit for the water, he decides to dig a desert people and events in water hole to give larger desert animals a new source of water too. real life. Harcourt Rocking and Rolling by Expository Nonfiction: Discusses the planet Earth and what happens when the Earth’s plates Philip Steele explains information move. The text shares information about earthquakes, tsunamis, and and ideas. block mountains. Harcourt The Armadillo from Informational An armadillo from Texas wonders where, “Where in the world am I?” Amarillo by Lynne Narrative: tells a story and begins to travel far from his home to see what he discovers beyond Cherry that explains a topic his home. When he befriends an eagle, the eagle takes him on a trip far using characters and into the sky so that he can see the whole state of Texas. While in the sky events that are not real. the eagle and the armadillo catch a ride with a space shuttle and travel to outer space. Harcourt Visitors from Space by Expository Nonfiction: Discusses information about comets. The information includes where Jeanne Bendick explains information comets come from, their physical characteristics, how they move, and and ideas. also what happens to them when they come close to the sun. Harcourt Balto, the Dog Who Narrative Nonfiction: A flu epidemic breaks out in Nome, Alaska and medication can only be Saved Nome by Margaret is a story that tells delivered by dogsled. Balto leads the sled safely through the terrible Davidson about real people or weather to Nome. real events. Harcourt Wild Shots, They’re My Magazine Article: is a A woman photographer talks about taking photos in the Galapagos. Life by Tui De Roy short piece of text that is published in a magazine Harcourt Little Grunt and the Big Fantasy: a story or A tribe sends the youngest to find eggs for Sunday brunch. He finds the Egg by Tomie dePaola daydream very largest egg they had ever seen, however before they can eat it, the egg different from reality hatches with a baby dinosaur inside. Harcourt Sue, the Tyrannosaurus Expository Nonfiction: An overview of the discovery of the discovery of the bones of a Rex by Andrew Keown explains information Tyrannosaurus Rex by fossil hunter, Sue Hendrickson, and the and ideas importance the find has been for scientific research. Harcourt Rosie, a Visiting Dog’s Personal Narrative: A woman explains the life of her visiting dog, Rosie. Story by Stephanie tells a true story about Calmenson something important to the author. Harcourt The Stories Julian Tells Realistic Fiction: tells Julian becomes friends with his new neighbor, Gloria, despite her being by Ann Cameron about characters and a girl. events that are like people and events in real life. Harcourt The Talent Show by Realistic Fiction: tells Beany’s class is putting on a talent show. She is talked into doing a Susan Wojciechowski about characters and talent with a bossy friend but later learns, with the help of her father, events that are like that it is better to just have fun and enjoy the show rather than stress. people and events in real life.

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Publisher Story Title Genre Content Harcourt Centerfield Ballhawk by Realistic Fiction: tells A boy named Jose and how he feels that he must become a better hitter Matt Christopher about characters and to prove that he’s a great baseball player like his father. After an events that are like exciting game his father helps him realize that he’s a huge asset to the people and events in team because of his excellent skills as an outfielder. real life. Harcourt Ramona Forever by Realistic Fiction: tells With support from her big sister, a young girl anxiously awaits the birth Beverly Cleary about characters and of her new baby sister. events that are like people and events in real life. Harcourt Saying We Share: Fable: a short story Introduction before the following four fables: The Hare and the Proverbs and Fables by that teaches a lesson. Tortoise, The Young Rooster, The Dog and the Wolf, and Two Mice. Norma Tong Lee Harcourt The Hare and the Fable: a short story Tortoise challenges the Hare to a race. The Hare rushes but confidently Tortoise by Aesop that teaches a lesson takes a nap half way to the finish line. The Tortoise takes her time, but wins the race. Harcourt The Young Rooster by Fable: a short story A young rooster must take over his father’s job of crowing up the Arnold Lobel that teaches a lesson morning sun. He fails the first time but with effort he succeeds. Harcourt The Dog and the Wolf by Fable: a short story A Wolf is hungry as asks a Dog where he found so much food. The Dog Jean de la Fontaine that teaches a lesson explains that he is fed and cared for by is master. The Dog invited him Retold by Anne Rockwell to go home with him to live a comfortable life like him but when the Wolf finds out his freedom would be taken away; he decides he’d rather go hungry. Harcourt Two Mice by Marie L. Fable: a short story A short fable of two mice, one hardworking and the other lazy. The McLaughlin that teaches a lesson moral of the story is “work before pleasure makes life better”. The lazy mouse dies, whereas the hardworking one survives.

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APPENDIX H

MAIN CHARACTER CHARACTERISTICS DATA MATRIX COMPLETED

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Main Character(s)’ Other Distinguishing Publisher Story Title Genders Passive/Active Protagonist/Antagonist Characteristics Scott Wings by Narrator (female)-based Narrator: Narrator: Protagonist Narrator: caring, stands up Foresman Christopher Myers on pictures Ikarus Active Ikarus Jackson: for Ikarus when other people Jackson (male)-he Ikarus Protagonist make fun of him; Jackson: Ikarus Jackson: does not Active speak Scott Hottest Coldest No characters No characters No characters No characters Foresman Highest Deepest by Steve Jenkins Scott Rocks in His Head Father (male) Active Protagonist hardworking, handyman Foresman by Carol Otis Hurst Scott America’s Gertrude Ederle/Trudy Active Protagonist U.S. Olympic gold medalist Foresman Champion (female)-she swimmer Swimmer: Gertrude Ederle by David A. Adler Scott Fly, Eagle, Fly: An Farmer (male)-he Active Protagonist Caring, nurturing Foresman African Tale retold by Christopher Gregorowski Scott Suki’s Kimono by Suki (female)-she Active Protagonist Wants to be unique Foresman Chieri Uegaki

Scott How My Family Sanu (female)-based on Sanu: Active Sanu: Protagonist Foresman Lives in America by picture Susan Kuklin Eric (male)-based on Eric: Active Eric: Protagonist picture April (female)-based on April: Active April: Protagonist picture Good-bye 382 Shin Jangmi (female)-based Passive Protagonist Reflective, sensitive Scott Dang Dong by on pictures Foresman Frances Park and Ginger Park Scott Jalapeno Bagels by Pablo (male)-based on Active Protagonist Helpful Foresman Natasha Wing pictures Scott Me and Uncle James (male)-his Passive Protagonist Nervous to meet his Uncle Foresman Romie by Claire Romie Hartfield Scott The Story of the Frederic Auguste Active Protagonist Sculptor Foresman Statue of Liberty by Bartholdi (male)-he Betsy and Giulio Maestro Scott Happy Birthday Mr. Mr. Kang (male)-he Active Protagonist Poet Foresman Kang by Susan L. Roth Scott Talking Walls: Art Narrator (not identified) Foresman for the People by Katacha Diaz Scott Two Bad Ants by Two ants (not Both Active Both Antagonists Were both selfish at the Foresman Chris Van Allsburg identified) beginning of the story Scott Elena’s Serenade Elena (female)-she Active Protagonist Brave, determined, Foresman by Campbell adventurous Geeslin Scott Boom Town by Amanda (female)-she Active Protagonist Creative, assertive, Foresman Sonia Levitin determined Scott What About Me? By “boy” (male) Active Protagonist Determined Foresman Ed Young Scott Alexander Who Alexander (male)- Active Antagonist Irresponsible with money, Foresman Used to Be Rich (based on pictures) gets in trouble for fighting Last Sunday by with brothers Judith Viorst

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Main Character(s)’ Other Distinguishing Publisher Story Title Genders Passive/Active Protagonist/Antagonist Characteristics Scott If You Made a No Main Character Foresman Million by David M. Schwartz Scott My Rows and Piles Saruni (male)-“boy” Active Protagonist Determined and helpful Foresman of Coins by Tololwa M. Mollel Scott Penguin Chick by Female emperor Active Foresman Betty Tatham penguin (female) Father penguin (male) Chick(male)-his Scott A Day’s Work by Francisco (male)-he Francisco: Francisco: Protagonist Francisco: lies to help his Foresman Eve Bunting Grandfather “Abuleo” Active Grandfather: Protagonist grandfather find work (male Grandfather: Grandfather: Honest, Passive hardworking Scott Prudy’s Problem Prudy (female)-she Active Protagonist Messy, disorganized Foresman and How She Solved It by Carey Armstrong-Ellis Scott Tops and Bottoms Hare (male)-he Active Antagonist Sneaky, intelligent, Foresman adapted by Janet Stevens Scott William’s House by William (male)-he Active Protagonist Hard worker, builder Foresman Ginger Howard Scott The Gardener by Lydia Grace Finch- Active Protagonist Helpful, eager to make her Foresman Sarah Stewart (female) uncle happy “neice” Scott Pushing Up the Sky No Main Character Foresman by Joseph Bruchac

Scott Night Letters by Lily (female) Active Protagonist Observant, curious Foresman Palmyra LoMonaco

Scott A Symphony of Glashka (female)-she Active Protagonist Determined, helpful, caring Foresman Whales by Steve Schuch Scott Volcanoes: Natures No characters Foresman Incredible Fireworks By David L. Harrison

SRA/ Gloria Who Might Julian (male)- I Active Protagonist McGraw-Hill Be My Best Friend by Ann Cameron SRA/ Angel Child, Ut (Nguyen Hoa) Passive Protagonist Vietnamese, Does not speak McGraw-Hill Dragon Child by (female)- I English well, Introverted Michele Maria Surat SRA/ The Tree House by Chrissy (female)- she Active Protagonist Selfish and mean in the McGraw-Hill Lois Lowry beginning of the story, unwilling to share, wants to be the best and have the best of everything. Changes and learns it is better to share with friends.

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Main Character(s)’ Other Distinguishing Publisher Story Title Genders Passive/Active Protagonist/Antagonist Characteristics SRA/ Rugby & Rosie by Narrator (Male Active Protagonist Caring and actively tries to McGraw-Hill Nan Parson Rossiter indicated by bring Rosie and Rugby illustrations)- I together. Very supporting. SRA/ Teammates by Peter Jackie Robinson (Male)- Passive Both Protagonist Both very strong willed McGraw-Hill Golenbock he Pee Wee Reese (Male) - he Active SRA/ The Legend of Damon (male)-he Active Both Protagonists Fearless, Loyal, Trusting McGraw-Hill Damon and Pythias Pythias (male)-he by Fan Kissen SRA/ The Boy Who King Shabazz (male)- Active Protagonist Determined, quirky, tough McGraw-Hill Didn’t Believe in he attitude Spring by Lucille Clifton SRA/ Make Way for Mr. Mallard (Male)-he Active Protagonist Loving and proud parents, McGraw- Ducklings by Mrs. Mallard (Female)- responsible Hill Robert McCloskey she

SRA/ Urban Roosts: No characters McGraw- Where Birds Nest in mentioned Hill the City by Barbara Bash SRA/ Two Days in May Sonia (female)-she Active Protagonist McGraw- by Harriet Peck Hill Taylor SRA/ Secret Place by Eve Narrator (male, Active Protagonist Curious, excited by nature McGraw- Bunting indicated by Hill illustrations) SRA/ Through Grandpa’s John (male, indicated by Active Protagonist Curious to explore new McGraw-Hill Eyes by Patricia illustrations) ways of living MacLachlan SRA/ The Cat Who Cat (gender not Active Antagonist McGraw- Became a Poet by identified) Hill Margaret Mahy SRA/ A Cloak for the Misha (male)-he Active Protagonist Different than his brothers; McGraw- Dreamer by Aileen dreams of traveling the Hill Friedman world SRA/ Picasso by Mike Pablo Picasso (male)-he Active Protagonist His emotions affected his McGraw- Venezia artwork; one of the greatest Hill artists of the twentieth century SRA/ The Emperor’s New Emperor (male)-he Active Protagonist Loves new clothes; wears McGraw- Clothes by Hans new outfit for every hour of Hill Christian Andersen the day SRA/ Roxaboxen by Alice Marian (female)-she Active Protagonist Imaginative; creative; McGraw-Hill McLerran playful SRA/ A New Coat for Anna (female)-she Anna-Passive Both Protagonists Anna-appreciative McGraw-Hill Anna by Harriet Anna’s mother (female) Anna’s mother Anna’s mother-creative, Ziefert -Active determined SRA/ Alexander, Who Alexander (male)- Active Antagonist Irresponsible with money, McGraw-Hill Used to Be Rich (based on pictures) gets in trouble for fighting Last Sunday by with brothers Judith Viorst

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Main Character(s)’ Other Distinguishing Publisher Story Title Genders Passive/Active Protagonist/Antagonist Characteristics SRA/ Kids Did It! in Adam Baratz (male)-he All Active All Protagonists Adam-intelligent, enjoys McGraw-Hill Business by Judith Ebony Hood (female)- working with computers E. Rinard she Ebony-hardworking, enjoys Marc Wright (male)-he designing scarves and Abbey Fleck (female)- fashion pins she Marc-artistic, enjoys creating greeting cards Abbey-creative, inventor of “Makin’ Bacon” SRA/ The Cobbler’s Song Cobbler (male)-he Active Protagonist Modest, grateful, McGraw-Hill by Jean de La hardworking Fontaine SRA/ Four Dollars and Shorty Long (male)-he Active Antagonist Selfish, stubborn McGraw-Hill Fifty Cents by Eric A. Kimmel SRA/ The Go-Around Narrator (not identified) McGraw- Dollar by Barbara Hill Johnston Adams SRA/ Uncle Jed’s Sarah Jean (female)- Sarah: Passive Both Protagonists Uncle Jed: caring, McGraw-Hill Barbershop by based on illustrations determined, sincere, hard Margaree King Uncle Jed/Jedediah Uncle Jed: working Mitchell Johnson (male) Active SRA/ A Story A Story by Ananse/Spider man Active Protagonist Determined, intelligent McGraw-Hill Gail E. Haley (male) SRA/ Oral History by T. No characters McGraw-Hill Marie Kryst SRA/ Storm in the Night Thomas (male)-he Thomas: Both Protagonists Thomas: Curious McGraw-Hill by Mary Stolz Grandfather (male)-he Passive Grandfather: Reflective, Grandfather: insightful Active SRA/ Carving the Pole by David (male)-his Active Protagonist curious McGraw-Hill Diane Hoyt- Goldsmith SRA/ The Keeping Quilt Patricia (female)-based Active Protagonist McGraw-Hill by Patricia Polacco on illustration SRA/ Johnny Appleseed John Chapman/ Johnny Active Protagonist Hardworking, brave, McGraw-Hill by Steven Kellogg Appleseed (male)-he adventurous, outdoorsman SRA/ Aunt Flossie’s Hats Susan (female)-based on Active Protagonist Curious McGraw-Hill (and Crab Cakes illustrations Later) by Elizabeth Fitsgerald Howard SRA/ The Country Mouse Country Mouse Active Protagonist Simple, modest, McGraw-Hill and the City Mouse (female)-she appreciative by Heidi Holder SRA/ Leah’s Pony by Leah (female)-she Active Protagonist Determined, brave, McGraw-Hill Elizabeth Friedrich thoughtful SRA/ Cows in the Parlor: Charlie Riddle/farmer Active Protagonist ? Hardworking McGraw-Hill A Visit to a Dairy (male)-he Farm by Cynthia McFarland SRA/ Just Plain Fancy by Naomi (female)-she Naomi: Active Both Protagonists Naomi: curious, sensitive McGraw-Hill Patricia Polacco Ruth (female)-she Ruth: Passive Ruth: curious, sensitive SRA/ What Ever Narrator (not identified) McGraw-Hill Happened to the Baxter Place? By Pat Ross

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Main Character(s)’ Other Distinguishing Publisher Story Title Genders Passive/Active Protagonist/Antagonist Characteristics Harcourt Officer Buckle and Officer Buckle (male)- Active Protagonist Gloria by Peggy he Rathmann Harcourt Pepita Talks Twice Pepita (female)-her Passive Protagonist Bilingual by Ofelia Dumas Lachtman Harcourt Nate the Great, San Nate the Great (male)- Active Protagonist Detective, intuitive, Francisco Detective indicated by illustrations hardworking by Marjorie Weinman Sharmat and Mitchell Sharmat Harcourt Allie’s Basketball Allie (female)-indicated Active Protagonist Confident, strong-willed Dream by Barbara by illustrations E. Barber Harcourt A Guide To No Main Character Basketball by Tina Brigham Harcourt The Olympic No main Characters Games: Where Heroes Are Made by Nicolas Camacho Harcourt Turtle Bay by Taro (male)-him Passive Both Protagonists Curious Saviour Pirotta Jiro-San (male)-he Active Wise, calm Harcourt Balto, the Dog Who Balto (male)-he Active Both protagonists Determined Saved Nome by Gunnar Kasson (male)- Active Margaret Davidson his Harcourt Wild Shots, They’re No Main Characters My Life by Tui De Roy Harcourt Little Grunt and the Little Grunt (male)-he Active Protagonist Big Egg by Tomie dePaola Harcourt Sue, the Sue Hendrickson Active Protagonist Discovered the bones of the Tyrannosaurus Rex (female)- she largest Dinosaur, the T-Rex by Andrew Keown Intelligent Harcourt Rosie, a Visiting Linda (unidentified) Passive Protagonist A visiting Dog Dog’s Story by Bill (male)-he Stephanie Calmenson Harcourt The Stories Julian Previously recorded Tells by Ann from other basal series Cameron Harcourt The Talent Show by Beany (female) – Passive Protagonist Let’s other’s boss her Susan indicated by illustrations around until she is given the Wojciechowski confidence and assurance from her father to do what she wants and just have fun. Harcourt Centerfield Jose Mendez (male) – Active Protagonist Want to make his father proud Ballhawk by Matt his Modest Christopher Has a deceased mother Harcourt Ramona Forever by Ramona (female)- her Active Protagonist Anxious, nervous Beverly Cleary Over exaggerates Harcourt Saying We Share: No Main Character Proverbs and Fables by Norma Tong Lee The Hare and the Tortoise (female) –she Active Protagonists Patient, steady Tortoise Hare (male) -he Active Over-confident

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Main Character(s)’ Passive/Activ Other Distinguishing Publisher Story Title Genders e Protagonist/Antagonist Characteristics The Young Rooster Young Rooster (male)- Active Protagonist Hardworking his The Dog and the Wolf (male)-he Passive Protagonist Stubborn Wolf Two Mice Mouse #1 (female)-she Active Protagonists Hardworking Mouse #2 (female)-she Passive Lazy Papa Tells Chita a Chita (female)-she Chita: Passive Both Protagonist Chita: curious, loving Harcourt Story by Elizabeth Papa: Active Papa: brave, adventurous, Fitzgerald Howard Papa (male) war hero Harcourt Coyote Places the Coyote (male)-he Active Protagonist Adventurous, brave, Stars retold by creative, Harriet Peck Taylor Harcourt Starry Starry Night No characters by James Muirden Harcourt Why Mosquitoes Narrator (not identified) Buzz in People’s Ears retold by Verna Aardema Harcourt The Ant and the Grasshopper (male)-he Active Protagonist foolish Grasshopper retold by Amy Lowry Poole Harcourt Lon Po Po: A Red- Wolf (male)-he Active Antagonist Sneaky, naive Riding Hood Story From China Harcourt The Crowded Bartholomew/wise man Both Active Both Protagonist Bartholomew: Wise, gives House by Eva Jacob (male)-based on advice illustrations Father: leader

Father/John the Carpenter (male) Harcourt The Crowded Jacob (male)-he Active Protagonist Overwhelmed, desperate for House retold by advice Pleasant deSpain Harcourt Leah’s Pony by Leah (female)-she Active Protagonist Determined, brave, Elizabeth Friedrich thoughtful Harcourt Yippee-Yay! A Book No characters About Cowboys and Cowgirls by Gail Gibbons Harcourt Boom Town by Amanda (female)-she Active Protagonist Creative, assertive, Sonia Levitin determined Harcourt Cocoa Ice by Diana Narrator 1 (female)- Narrator 1: Both Protagonists Narrator 1: observant, Appelbaum based on illustrations Active reflective Narrator 2 (female)- Narrator 2: Narrator 2: observant, based on illustrations Passive reflective Harcourt Our Nation’s Oldest City: St. Augustine Florida by Austin No characters Reaves Harcourt If You Made a No Main Character Million by David M. Schwartz Harcourt Alejandro’s Gift by Alejandro (male)-he Active Protagonist Quiet, caring of animals and Richard E. Albert nature, creative Harcourt Rocking and No main characters Rolling by Philip Steele Harcourt The Armadillo from Armadillo (male)-he Active Protagonist Curious, adventurous Amarillo by Lynne Cherry Harcourt Visitors from Space No main character by Jeanne Bendick