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Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 ft 8k'1- SOSTARICH, Judith Mary, 1946- A STUDY OF THE READING BEHAVIOR OF SIXTH-GRADERS: COMPARISON OF ACTIVE AND OTHER READERS. The Ohio State University, Ph.D., 1974 I Education, general §; I¥ 1University Microfilms, A XEROX Com pany, Ann Arbor, Michigan © 1974 JUDITH MARY SOSTARICH ALL RIGHTS RESERVED THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED. A STUDY OP THE READING BEHAVIOR OF SIXTH-GRADERS : COMPARISON OF ACTIVE AND OTHER READERS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Judith Mary Sostarich, B.S., M.A. ***** . The Ohio State University 1974 Reading Committee: Approved by Dr. Alexander Frazier Dr. Charlotte Huck Dr. Paul Klohr Adviser Department of Early and Middle Childhood Education ACKNOWLEDGMENTS My sincere appreciation goes to the members of my committee. Dr. Alexander Frazier, chairman, offered unfailing support, encouragement, and counsel. Dr. Char­ lotte Huck's advice helped to direct the scope of this study. Dr. Paul Klohr has supported me throughout my graduate training. My gratitude is extended to the sixth-grade tea­ chers, school librarians, principals, and administrators who graciously cooperated with this study. Finally, I would like to thank the sixth-grade children who took an active and interested role in this project. VITA July 3, 1946........ Born - Milwaukee, Wisconsin 1969................. B.S., University of Wisconsin, Milwaukee, Wisconsin 1969................. Third-Grade Teacher, New Berlin Public Schools, New Berlin, Wisconsin 1969-1970...... Fifth-Grade Teacher, Greenwich Public Schools, Greenwich, Connecticut 1970-1971... ......... University Fellow, The Ohio State University, Columbus, Ohio 1971................. M.A., The Ohio State University, Columbus, Ohio 1971-1973 ......... Teaching Associate, Department of Early and Middle Childhood Education, The Ohio State University, Columbus, Ohio 1973-1974 ........ University Fellow, The Ohio State University, Columbus, Ohio FIELDS OF STUDY Major Field: Early and Middle Childhood Education Studies in Early and Middle Childhood Education. Professor Alexander Frazier Studies in Children's Literature and Language Arts. Professor Charlotte Huck Studies in Curriculum. Dr. Paul Klohr TABLE OF CONTENTS Page ACKNOWLEDGMENTS.................................. ii V I T A ...................................................iii LIST OF TABLES ........................................ vii Chapter I. THE NATURE OF THE STUDY................... 1 Statement of the Problem .............. 5 Hypotheses of the Study................. 8 Conceptual Assumptions and Limitations . 11 Definition of Terms. ......................12 Summary................................... 13 II. REVIEW OF LITERATURE ON MATURITY AND PURPOSE IN R E A D I N G ................................. 14 Performance and Maturity in Reading. .. 15 Aspects of Reading Behavior..............22 Methods of Improving Reading Behavior. 67 Summary................................... 71 III. METHODS AND PROCEDURES.................... 72 S a m p l e ................................... 72 Development of Instruments ............... 77 Procedure................................. 80 Design of the Study...................... 83 Treatment of the Data.................... 85 Summary. ................................ 86 iv Table of Contents (Continued) Page Chapter IV. ANALYSIS OF THE DATA PART Is GENERAL FINDINGS......................88 Sixth-Grade Readers.......................... 90 Active Readers Compared with Other Readers 95 Sex Difference in Reading Behavior of Active Readers ................. 104 Differences Among Eleven Classrooms. 107 Summary...................................... Ill PART II: CASE STUDIES OF ACTIVE READERS . 114 Case Study 1: Mary......................... 114 Case Study 2: Jane......................... 118 Case Study 3: Dick......................... 121 Case Study 4: Sally ....................... 124 Case Study 5: Stan............... 127 Case Study 6: Pa t ......................... 130 Summary...................................... 132 PART III: INVENTORY DATA..................... 135 Reading vs. Television............ 135 Past Reading Experiences .............. 137 Other Sources of Reading Materials .... 140 Frequency of Library U s e ...................142 Types of Materials Read.....................146 Reading Series Books ..................... 148 Favorite Books ............................ 151 Favorite School Subjects .............. 152 Summary.................... • ................154 V. DISCUSSION AND CONCLUSIONS.... .............. 158 Restatement of Purposes.....................159 Procedures..................................159 Limitations of the Study ...................162 Summary of the Study ....................... 163 D i scussion..................................171 Possibilities for Further Study.............179 v Table of Contents (Continued) Page APPENDIX A. LIBRARIAN-TEACHER NOMINATION FORM...............187 B. STUDENT NOMINATION FORM......................... 189 C. MY READING HABITS AND INTERESTS INVENTORY. .191 D. READING REPORT RECORD........................... 195 E. TEACHER ESTIMATION FORM.........................197 F. PARENTS' PERMISSION LETTER .................... 199 G. PARENTS' INTERVIEW LETTER.......................201 H. INTERVIEW QUESTIONNAIRES.......................203 I. REPORTS FROM THE SCHOOLS .......................217 J. TABULATION OF FAVORITE BOOKS OR BOOKS REPORTED REREAD BY CHILDREN.................... 223 BIBLIOGRAPHY . 234 LIST OP TABLES Table Page 1. Means and Standard Deviations of Quotient Scores by Classroom on the California Test of Mental Maturity............................. 74 2. Means and Standard Deviations of Reading Scores by Classroom on the Iowa Test of Basic Skills....................................75 3. Means and Standard Deviations of Reading Scores by Classroom on the California Achievement Test............................... 75 4. Number of Active and Other Readers. .81 5. Summary of Materials Read on Weekdays and Weekends.............. 89 6. Boys and Girls' Responses to Number of Pur­ poses and Number of Materials Read............ 91 7. Children's Responses to Weekend and Weekday R e a d i n g ........................................ 92 8. Comparison of Number of Girls and Boys in Active and Other Groups ..................... 96 9. Active and Other Readers' Responses to Num­ ber of Purposes and Materials Read............ 97 10. Comparison of Mean Mental Age Scores of Active and Other Children in Nine Classrooms. 99 11. Comparison of Mean Reading Scores of Active and Other Readers ............................ 101 12. Teachers' Estimate of Active and Other Readers' General Ability. ..................102 13. Girl and Boy Active Readers' Responses to Number of Purposes and Materials Read . .105 vii List of Tables (Continued) Table Page 14. Percent of Active Readers per Classroom. 107 15. Average Number of Purposes, Book, News­ papers, Magazines, and Comic Books Read by the Children in the Eleven Classrooms. 109 16. Analysis of Variance on Purposes for Reading Among Classrooms.............................. 110 17. Average Time Spent Reading and Viewing Television in Hours............................ 136 18. Percent of Children's Responses to Reading Experience Questions ......................... 138 19. Percent of Children's Responses to Sources of Materials ...................................141 20. Children's Percent Responses to Number of School Library