L“. .11 t/h‘a ‘ ;.' ‘iiww' J W w: 25¢ per day per item RETURNING LIBRARY MATERIALS Fine in book return to rem charge from circulation rec: A STUDY OF HOW RELUCTANT, REMEDIAL SIXTH GRADE READERS RESPOND TO HIGH INTEREST, LON VOCABULARY TRADE BOOKS By Laura Rauner-Roiph A DISSERTATION Submitted to Michigan State University in partia] fulfiliment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Eiementary and Specia] Education 1980 A STUDY OF HOW RELUCTANT, REMEDIAL SIXTH GRADE READERS RESPOND TO HIGH INTEREST, LON VOCABULARY TRADE BOOKS By Laura Rauner-Rolph The purpose of this study was to examine reluctant, remedial sixth grade readers' book choices of high interest, low vocabulary trade books to determine what aspects of difficulty level, interest, format and content characteristics influence reluctant, remedial students' decisions to initially select, finish, and reject books. Research questions were formulated to determine the differences of these four factors among book selection categories of selected and finished books, selected but unfinished books, cu“ rejected books. Rejected books were defined as books which the students indicated that they definitely did not want to read. One hundred sixty-four high interest, low vocabulary trade books were selected by the researcher according to specific criteria for difficulty levels, interest levels, content and format characteristics for inclusion in the study. The subjects, eight girls and ten boys, were sixth graders in two remedial classes at a middle school situated in a rural mid- Michigan community. The students' reading levels, ranging from 2.0 to 6.0, were determined by the California Achievement Test, Form 16C. The study occurred at the end of the school year. Laura Rauner-Rolph The Estes Reading Attitude Scale: Elementary Version (Experimental Version) was administered to the remedial readers and to another group of sixth graders reading at or above grade level. Comparison of mean scores for the two groups indicated that the remedial readers' mean score was significantly lower. This appeared to indicate that the remedial readers possessed more negative attitudes toward reading. The high interest, low vocabulary trade books were made available to the students for a period of six weeks. After a book had been selected and finished or selected but not finished, the students completed an interest inventory designed by the researcher. Interviews were taped to record information about rejected books and to collect additional student responses about the books within the other two categories. Data were analyzed by mean scores, frequency counts, and chi-square. The significance level for chi-square was set at .05. Characteristics of selected and finished books indicated that the books were of low difficulty levels and high interest. Books rated as being most interesting had appearances and subjects/ contents perceived as being appropriate for students slightly older than sixth graders. The books were most often profusely illustrated or picture books, and less than one hundred pages. Characteristics of selected but unfinished books indicated that the books were of higher difficulty levels and less interest- ing. Books rated as being most interesting had appearances and Laura Rauner-Rolph subjects/contents appropriate for sixth graders. The books contained various content and format characteristics which were similar to either the selected and finished bookscn~the rejected books. Characteristics of the rejected books indicated that these books had the highest difficulty levels. Books most frequently rejected were sparsely illustrated or unillustrated and longer than l76 pages. Regardless of book selection category, the amount of illus- tration appeared to be a more influential factor than the style of illustration. It was concluded that certain characteristics of the selected and finished books do motivate reluctant, remedial sixth grade readers to initially choose and subsequently sustain enough interest to com- plete high interest, low vocabulary trade books. Dedicated to the memory of my father Lawrence Allen Rauner - August 14, 1975 - ii ACKNOWLEGMENTS During the course of my studies at Michigan State University I have been influenced by many. I would like to express my appre- ciation to: Dr. Gerald Duffy, chairman, whose guidance and encouragement during this dissertation was greatly appreciated, and to my committee members-- Dr. Patricia Cianciolo, who introduced me to the joys of children's literature; Dr. George Sherman, who introduced me to the challenge and reward of teaching children to read; and Dr. Louise Sause, who showed me how to appreciate the worth and individuality of every child. Special thanks go to the teacher and sixth graders who participated in this study; and to my husband Pat, for his continued encouragement and support through my years of study. TABLE OF CONTENTS LIST OF TABLES LIST OF FIGURES Chapter I. II. III. IV. INTRODUCTION . The Problem . . Design of the Study Research Questions . . Assumptions and Limitations . Definition of Terms . . Significance of the Problem . Organization of the Remainder of the Study : REVIEW OF THE LITERATURE . Factors Which Influence Book Selection Methodology . . . . . . . . . Conclusion . . . . . . . . . DATA COLLECTION . Description of the Books . Book Selection Procedures Population . . Devices for Gathering Information . Procedures . . . . . . The Pilot Study . . . Data Collection Procedures for Format and Content Features . . . . . Data Analysis Summary THE DATA RESULTS Summary of the Research Project The Results of the Data Analysis General Comments . Summary iv Page vi viii T65 Chapter V. SUMMARY, FINDINGS, CONCLUSIONS AND IMPLICATIONS. . . . . The Findings . Conclusions . Implications for Teachers, Librarians, and Publishers . Suggestions for Changes Within This Research Study Recommendations for Further Research : Page 170 I73 213 224 230 231 Table 11. 12. 13. 14. LIST OF TABLES The Readability Match Scale Mean Difficulty Levels of the Three Book Selection Categories . . Relationship of Book Difficulty Levels to Students' Reading Levels . . Mean Interest Levels of Selected and Finished and Selected but Unfinished Books Relationship of Students' Perceptions of Books' Appearances and Mean Interest Scores Relationship Between Students' Perceptions of Appropriateness of Subjects/Contents and Mean Interest Scores . . . . . Relationship of Students' Perceptions of Books' Difficulty Levels and Mean Interest Scores Relationship of Readability Match Index and Students' Perceptions of Book Difficulty Levels Mean Scores of Interest Inventory Items #6, #7, #8 Summary Characteristics of Selected and Finished Books . Summary Characteristics of Selected but Unfinished Books . . . . . Summary Characteristics of Rejected Books Summary Format and Content Characteristics of Boys' and Girls' Selected and Finished Books Summary Format and Content Characteristics of Boys' and Girls' Selected but Unfinished Books . vi Page 80 89 9O 91 93 94 96 98 102 105 119 129 138 147 Table Page l5. Summary Format and Content Characteristics of Boys' and Girls' Books . . . . . . . . . . . l55 Appendix Tables Al. Book Selection Status by Amount of Illustration (Group) . . . . . . . . . . . 255 A2. Book Selection Status by Illustrative Style (Group) . . 256 A3. Book Selection Status by Book Length (Group) . . . . 257 A4. Book Selection Status by Type Size (Group) . . . . . 259 A5. Book Selection Status by Genre/Topic (Group) . . . . 260 A6. Book Selection Status by Fiction/Nonfiction (Group) . . 262 A7. Book Selection Status by Amount of Illustration (Boys) . . . . . . . . . . . . . 263 A8. Book Selection Status by Illustrative Style (Boys) . . . . . . . . . . . . . . . 264 A9. Book Selection Status by Book Length (Boys) . . . . . 265 A10. Book Selection Status by Type Size (Boys) . . . . . 267 All. Book Selection Status by Genre/Topic (Boys) . . . . . 268 Al2. Book Selection Status by Fiction/Nonfiction (Boys) . . . . . . . . . . . . . . . . . 270 A13. Book Selection Status by Amount of Illustration (Girls) . . . . . . . . . . . . . . . . . 27l Al4. Book Selection Status by IIIUStPative Style 272 (Girls) . . Al5. Book Selection Status by Book Length (Girls). . . . . 273 A16. Book Selection Status by Type Size (Girls) . . . . . 275 Al7. Book Selection Status by Genre/Topic (Girls) . . . . 276 Al8. Book Selection Status by Fiction/Nonfiction (Girls) . . 278 vii Figure 10. 11. 12. 13. LIST OF FIGURES Whole Group Results Book Selection Status by Illustrative Style . . . . . . Whole Group Results Book Selection Status by Amount of Illustration . Whole Group Results Book Selection Status by Book Length . . . . . . . Whole Group Results Book Selection Status by Type Size . . . . . Whole Group Results Book Selection Status by Fiction/Nonfiction . . . . . Whole Group Results Book Selection Status by Genre/Topic . . . . . . Selected and Finished Books: Boys Versus Girls Book Selection Status by Illustrative Style . Selected and Finished Books: Boys Versus Girls Book Selection Status by Amount of Illustration Selected and Finished Books: Boys Versus Girls Book Selection Status by Book Length Selected and Finished Books: Boys Versus Girls Book Selection Status by Type Size . Selected and finished Books: Boys Versus Girls Book Selection Status by Fiction/Nonfiction . Selected anf Finished Books: Boys Versus Girls Book Selection Status by Genre/Topic Selected but Unfinished Books: Boys Versus Girls Book Selection Status by Illustrative Style . viii Page 130 130 131 132 132 133 139 139 140 I41 141 142 148 Figure Page 14. Selected but Unfinished Books: Boys Versus Girls ~ Book Selection Status by Amount of Illustration . . . 148 15. Selected but Unfinished Books: Boys Versus Girls Book Selection Status by Book Length . . . . . . . 149 16. Selected but Unfinished Books: Boys Versus Girls Book Selection Status by Type Size . . . . . . . . 150 17. Selected but Unfinished Books: Boys Versus Girls Book Selection Status by Fiction/Nonfiction . . . . . 150 18. Selected but Unfinished Books: Boys Versus Girls Book Selection Status by Genre/Topic . . . . . . . 15l 19. Rejected Books: Boys Versus Girls Book Selection Status by Illustrative Style . . . . . . 156 20. Rejected Books: Boys Versus Girls Book Selection Status by Amount of Illustration . . . . . 156 21. Rejected Books: Boys Versus Girls Book Selection Status by Book Length . . . . . . . . . 157 22. Rejected Books: Boys Versus Girls Book Selection Status by Type Size . . . . . . . . . 158 23. Rejected Books: Boys Versus Girls Book Selection Status by Fiction/Nonfiction . . . . . . 158 24. Rejected Books: Boys Versus Girls Book Selection Status by Genre/Topic . . . . . . . . . 159 ix LIST OF APPENDICES Appendix A. m U ('5 o o 0 CELL FREQUENCIES INTEREST INVENTORY SAMPLE INTERVIEWS . . . . INTERVIEW QUESTIONS STUDENTS' READING LEVELS TABLES OF RAW DATA SOURCES OF THE HIGH INTEREST, LON VOCABULARY TRADE BOOKS USED IN THIS STUDY . Page 237 239 241 248 252 254 279 CHAPTER I INTRODUCTION Educators have long been aware that there are many students who cannot read well, do not like to read, and are not motivated to do so on their own. Reluctant, remedial readers often do read more than many educators suspect;1’2 however, these materials often are of a non-school nature such as comics, theme magazines, or pulp novels. Classroom and library reading materials are usually designed to try to appeal to students; that is, to motivate students to read them. However, the specific characteristics that motivate reluctant, remedial readers to choose certain free choice reading materials over other materials are not clearly understood. The Problem Statement of the Problem Much has been written about various characteristics that are thought to influence reluctant, remedial readers' book selection of high interest, low vocabulary trade books; however, little research has been done. This study will examine the book selection 1Daniel Fader, The Naked Children (New York: The MacMillan Co., 1971), p. 30. 2Aidan Chambers, The Reluctant Reader (New York: Pergamon Press, 1969), p. 63. choices and rejections by reluctant, remedial sixth graders of various high interest, low vocabulary trade books to determine what aspects of difficulty level, interest, format and content character- istics influence their decisions to read or not to read specific books and types of books. Background of the Problem The term "reluctant reader" can be applied to two distinct groups. One group is composed of students who are able to read at approximately grade level but who are not interested in reading on 3,4 their own. The second group is composed of students who are remedial or retarded readers who also read infrequently on their own.5 This latter category of students-—reluctant, remedial readers- is of concern here. This is the student who is reading below grade level and is "turned off" by reading. He/she considers reading to be a distasteful activity, one which is to be avoided as much as possible, and tends to view reading as related only 1x) school; that is, it is not relevant or useful to his or her own personal life. 3Richard 3. Alm, "Causes of Reluctance," Remedial Reading Classroom and Clinic, 2d ed., eds. Leo M. Schell and Paul M. Burns (Boston: Allyn & Bacon, Inc., 1972), pp. 95-105. 4Jean E. Lowrie, "Helping the Reluctant Reader," The Under- achiever in Reading, Proceedings of the Annual Conference on Reading held at the University of Chicago, ed. Alan H. Robinson (Chicago: The University of Chicago Press, 1962), pp. 109-115. 5Jerry L. Johns, "Motivating Reluctant Readers," Journal of Research and Development in Education 11 (Spring 1978):69—74. Publishers are attempting to produce high interest, low vocabulary trade books in an attempt to motivate reluctant readers to read on their own. The various book characteristics which fre- quently are thought to influence reluctant, remedial readers' book selection are largely supposition. Little research has been reported regarding the influence of difficulty level, interest, content or various selected format characteristics on the book choices of reluctant, remedial middle school aged readers. Total Definition of Readability The total readability of a book is more than the difficulty level. It also encompasses factors of interest, various content and format features. Jean Chall and Edgar Dale (1949) have described a book's reada- bility in the following way: In the broadest sense, readability is the sum total (including the interactions) of all those elements within a given piece of printed material that affects the success a group of readers have with it. In other words, the interrelation of legibility, content and its effect on interest, as well as ease of understanding due to the internal factors of the printed material are involved in a student's ease or difficulty of reading a book. Similarly, Harris defined readability as the "qualities of reading material which determine 6Jeanne S. Chall, Readability, An Appraisal of Research and Application (Columbus, Ohio: Bureau of Educational Research, Ohio State University, 1958), p. 7. how easy it is to understand, how fluently it can be read, and how 7 In the following sections these four much interest it generates." components--difficulty level, interest, content and format charac- teristics--that compose the total definition of readability will be discussed. Difficulty Level.--The difficulty level of a book has often been the only criterion used when teachers or librarians match students to books or recommend books for students to read. The difficulty level of books is frequently determined by readability formulas which measure only the internal aspects of the print. Many teachers believe that a child's free or recreational reading must be at the child's independent reading level which per- mits the student to read materials well within his/her reading 8 Some teachers believe that children, especially reluctant, ability. remedial readers, cannot and will not read books that are too difficult for them. It is further presumed that a reluctant, remedial reader's encounters with books that are beyond his/her independent reading level may create further alienation from reading. As a result of these beliefs, book difficulty levels as reported by the book publishers may be the only criterion used when 7Albert J. Harris, "Some New Developments on Readability," New Horizons of Reading, Proceedings of the Fifth International Reading Association World Congress on Reading, ed. John E. Merritt (Newark, Del.: International Reading Association, 1976), p. 331. 8LynndaNilliams,"Reading Interest in Free Choice Books, Readability and the Readability Principle" (Masters thesis, Rutgers, The State University of New Jersey, 1979), ERIC Document Reproduction Service No. ED 166 657. a teacher or librarian recommends library or reading books for children to read. In fact, some school libraries set aside separate sections containing specific titles for each grade level which are chosen largely on the criterionmmugma umamENHmmLm>o + zpmpmgzuu< . >mowmhm4 »p_=uwccwo xoom co meowaaaULaa .mucauzpm new xmceH zoom: auwp_nmumam to awgmcowpame--.w mom

r sixth graders received the highest interest scores, while the 1 owest interest score was given to books whose appearances were per- c: eived as being "way too young." A similar pattern existed for the r‘el ationship between the appropriateness of subjects/contents and 1. h terest scores. Books perceived as being at the students' reading 1 evels were evaluated as having the most interest. The interest 55; <::()res for the three relationships were all lower for the selected b Lit unfinished books than for the selected and finished books. S‘tudents frequently underestimated the unfinished book difficulty 1 evels in relation to their own reading levels. The content characteristics of genre/topic, although 3 tatistically insignificant, also distinguished selected but L‘hfinished books from the other categories. Equal proportions of 1Tantasy/science fiction, contemporary fiction, and occult/crime r‘emained unfinished. 118 The content characteristic of fiction/nonfiction classifica- tion, although also statistically insignificant, was the only characteristic that resembled the selected and finished books. More decisions were made to select fiction for both the selected but unfinished books and the selected and finished books. Three characteristics of the selected and unfinished books resembled rejected books. These characteristics included book 1 ength, amount of illustration, which were both statistically :5 ignificant, and type size, which was statistically insignificant. An approximately equal number of decisions were made to stop reading books of less than one hundred pages and those more than one hundred pages. Within both book selection categories, more decisions were made to stop reading and reject sparsely illustrated or unillus- trated books. Books containing the smallest size type (.09 to .12 7’ nches) were most frequently unfinished and rejected. Several characteristics failed to distinguish selected but L1 hfinished books from the other two categories. Within the illustra- t ‘i ve style, which was statistically significant, photographs were the most frequently selected style. Items from the interest inven- tOry also failed to distinguish among the three book selection Categories. These included the mean appearance scores, appropriate— r‘ESS of subjects/contents, and influence of the titles, covers, or 3 ackets on book selection. The mean scores within each one of the three interest inventory items were approximately the same, regard- 1 $55 of the book selection category. Table 11 summarized character- ‘3 stics which appeared to influence decisions to stop reading books. (See Table 11, pg. 119.) TABLE ll.--Summary Characteristics of Selected but Unfinished Books. CHARACTERISTICS WHICH INFLUENCED STUDENTS' DECISIONS TO STOP READING BOOKS Books' Difficulty Levels/ Students' Reading Levels Readability Match Index/ FDerception of Difficulty Levels Mean Interest Score ( Range 3-15) Amount of Illustration 5 ‘i 2e of Type G enre/Topic Classifications [=7"i ction/Nonfiction Difficulty levels above students' reading levels. Difficulty levels underestimated ll.ll Sparsely illustrated or unillus- trated Small (.09-.12 inches) Fantasy/science fiction, con- temporary fiction, and occult/ crime Fiction CHARACTERISTICS WHICH DID NOT INFLUENCE STUDENTS' DECISIONS TO STOP READING BOOKS B 00 k Length 3: ‘1 'TIJstrative Style pe¥ception of Difficulty Level/Interest Scores ‘:’5'. -¢ '. :~:'".v:,. O '- :'--'..'- ' .'- ‘ - 55‘2"". 'H'i. 'x. " 3" 53‘“ " . ~ov 17.9% .I." 17.1% ‘.;,:.;.;.;. l 0 . 7% | 2.9% $5 2.8% 7.1% III 5.7% 3 1.4% . 7.1% I 2.9% 4.2% 21.4% Illl-I-IIII 37.1% L l g 1 A 4A ID 20 30 4o 50 so 70 80 96 PERCENT SELECTED ............................ ........................... W~TEEEEEE FINISHED — UNFINISHED I I I I .I REJECTED Figure 3 132 WHOLE GROUP RESULTS BOOK SELECTION STATUS BY TYPE SIZE .09 to .12 INCHES I=5tE;P:Er?5332;}233333933;3323333355333E3233??EPEEESPEEEFEEEEEESEEig 2 5 4 7 533.253255;:é:fiztié1g3gags;:3isi-a232:55&2?s32?}255553332333:32323522355312 - 0 46.4% .13 to .15 INCHES 35': """ """""" """"" i““’”tifihg E fifitfitfi HE """"" 56.3% 3 III-III. 31.4% 655555; 16 9% 10.7% llll 14.3% 1.4% 3.6% 0.0% .16 to .19 INCHES OVER .20 INCHES 10 26 36 46 56 ab 76 86 90 PERCENT SELECTED Figure 4 WHOLE GROUP RESULTS BOOK SELECTION STATUS BY FICTION/NONFICTION .................................... -:;:::;._-::;:3:323:::::t:::::::::::2!:2$:=:I:7:2:7:I:?:7:3:7:?$5:327:?21:15:15555235235352-.-.'3.~‘ ..... ?:-.-.-.-.A...-.-:a:-:-:~:-:.:.:-:-:~:-:-:-:-:-:«‘-:-:'"‘-.-.' ‘ ,f_:,:_:,:.:,:.:.:.:.: :.:.f.:.:.:\'.:.:.z.:.;.‘1:.:.:.:.j.f.j.:..'r:~f.:.'._'.:.:._'.:.f-j.f.'.:.j.:.:.:.f.:.:.:.:.:.f.j.'_.f.:«:.:.:.: "' ......... O ;.;;;:;:;.;:;._::;'.353::::;:;:;:;:;:;:;;;:;:;15;:;1:33-55; 32:52:23?:13‘325;7:32;.“-i;1;:;1;1,;;.;;;.;‘.;;. ;~ :;:;:_-;_~: 55...;._-.;.;.;.;.;.;:;.;:;.;;;.;;;.';:;:;:;:; ..‘._.,.. . :.'_.;.:.;.;.:.;.;.;.:.;.:.:.;.;._'.;.y 0 O ............................................................... 3A ........................................... ............................................................................... NONFICTION fififlfifiéfififififififififififififi: 42.3% 48.9% III-IIIIIIIIIIII 57.1% L 10 26 36 46 56 6O 76 80 90 PERCENT SELECTED F I N I SH ED — UN F I N I SH E D II-I-I REJECTED Figure 5 133 WHOLE GROUP RESULTS BOOK SELECTION STATUS BY GENRE/TOPIC FANTASY/SCIENCE FICTION CONTEMPORARY HISTORICAL FICTION MYSTERY/ADVENTURE MODERN BIOGRAPHY IIIIIIIIII 22.9% SPORTS 3% 5.6% 3.6% IlIIl 14.3% TRANSPORTATION .355; 18.3% 7.1% 11.4% OCCULT/CRIME HEHH;_ 11.3% 16 26' 36 4o 56 66 76 86 96 PERCENT SELECTED PEEPETIES FINISHED — UNFINISHED II- I .I REJECTED Figure 6 134 Book Selection of Boys and Girls This section will examine the differences and Similarities of the format and content characteristics between the books boys and girls selected and finished, selected but did not finish, and rejected. Within each book selection category, characteristics will first be presented which distinguished between the book selection decisions of boys and girls, followed by those characteristics which failed to distinguish between boys' and girls' book selection decisions. Boys made forty-seven decisions to select and finish books; girls made only twenty-four decisions. Although the girls made fewer decisions to select and finish books than the boys did, they left more books unfinished than did the boys. Girls made seventeen decisions to select but not finish books; boys made eleven decisions. Data was gathered for twenty rejected books by boys, fifteen for girls. Selected and Finished Books Three characteristics distinguished the books boys and girls selected and finished from each other. These included genre/ topic classifications, illustrative style, and fiction/nonfiction classifications. First, different results were noted in the genre/topic classifications between boys and girls. This characteristic was statistically significant for both groups. Boys made more decisions to select and finish books about transportation and mystery (42.5% total) while girls made more decisions to select and finish mystery 135 books and contemporary fiction (44.2% total). (See Figure 12, pg. 142.) Second, the characteristic of illustrative style distinguished between boys' and girls' book decisions of selected and finished books. Illustrative style was statistically Significant for boys but not for girls; however, some results should also be noted regard- ing girls' decisions about illustrative style. Boys selected and finished more books containing photographs (54.6%) while girls selected more books containing representational illustrations (52. %). (See Figure 7, pg. 139.) The third characteristic of fiction/nonfiction classification was statistically Significant only for the girls; however, data regarding fiction/nonfiction classification will also be presented for the boys. Girls overwhelmingly selected and finished fiction (87.5%) while the boys selected and finished more nonfiction (57.4%). (See Figure 11, pg. 141.) Three format characteristics failed to distinguish between boys' and girls' selected and finished book decisions. These included amount of illustration, book length, and type size. Each of these format characteristics also resembled the data results evident for the whole group's decisions of selected and finished books. The first characteristic that failed to distinguish between selected and finished bookS--amount of illustration--was statistically significant for both boys and girls. Both boys and girls made many more decisions (each 83%) to select and finish profusely illustrated 136 and picture books than sparsely illustrated or unillustrated books. (See Figure 8, pg. 139.) The second characteristic was book length, which was statistically significant for only girls. Both girls and boys overwhelmingly selected books under one hundred pages (each 87%) than books over one hundred pages. (See Figure 9, pg. 140.) Third, the characteristic of type size also failed to diS- tinguish between boys and girls, but did yield similar results. Both boys and girls made decisions to select and finish more books of medium Sized type (.12-.15 inches) (59% and 50%, respectively). However, this characteristic was statistically insignificant. (See Figure 10, pg. 141.) In summary, boys selected and finished more books that contained photographs. The genre/t0pic classifications of trans- portation and mysteries were more frequently selected and finished. Both of these characteristics were statistically significant. Although statistically insignificant, boys selected and finished more books of nonfiction than fiction. Girls selected and finished more mysteries and contemporary fiction as well as selecting more fiction than nonfiction. Both of these content characteristics were statistically significant. Although illustrative style was statistically insignificant, girls selected and finished more books containing representational illustrations. Both boys and girls overwhelmingly made decisions to select and finish profusely illustrated and picture books than books which 137 were Sparsely illustrated or unillustrated. Amount of illustration was statistically Significant for both groups. Boys and girls also overwhelmingly selected and finished books containing less than one hundred pages, although the results were statistically insignificant for boys. Boys selected and finished more books between twenty-five and fifty pages. Although type size was statistically insignificant for both groups, medium sized type (.12 to .15 inches) was represented in more of the books selected and finished by both boys and girls. Table 13 summarizes the characteristics which appeared to influence boys' and girls' decisions to select and finish books. 138 TABLE 13.--Summary Format and Content Characteristics of Boys' and Girls' Selected and Finished Books. CHARACTERISTICS WHICH INFLUENCED BOOK COMPLETION (BOYS) Book Length Books less than one hundred pages; many books within the twenty-five to fifty page category Amount of Illustration Profusely illustrated and picture books Illustrative Style Photographs Type Size Medium (.l3-.15 inches) Genre/Topic Classifications Transportation, mystery/ adventure Fiction/Nonfiction Classification Nonfiction CHARACTERISTICS WHICH INFLUENCED BOOK COMPLETION (GIRLS) Book Length Books less than one hundred . pages Amount of Illustration Profusely illustrated and picture books Type Size Medium (.13-.15 inches) Illustrative Style Representational Genre/Topic Classifications Mystery, contemporary fiction Fiction/Nonfiction Classification Fiction 139 SELECTED AND FINISHED BOOKS: BOYS VERSUS GIRLS BOOK SELECTION STATUS BY ILLUSTRATIVE STYLE REPRESENTATIONAL 31.8% IIIIIIIIIIIIIIIIIIIIIII 52.2% ABSTRACT 13.6% II 8.7% PHOTOGRAPHS 54.6% Il-IIIII-II 39.2% 16 20 36 40 50 60 76 86 80 PERCENT SELECTED Figure 7 SELECTED AND FINISHED BOOKS: BOYS VERSUS GIRLS BOOK SELECTION STATUS BY AMOUNT OF ILLUSTRATION PICTURE BOOK 40.4% II-I-IIIIl-II 41.7% PROFUSELY ILLUSTRATED 42.6% IIIIIIIIIIIIIIIIIII 41.7% SPARSELY ILLUSTRATED 10.6% |||||| 12.5% UNILLUSTRATED L A 10 26 36 40 So 60 76 86 36"' PERCENT SELECTED _ BOYS IIIIIIIII GIRLS Figure 8 140 SELECTED AND FINISHED BOOKS: BOYS VERSUS GIRLS 25 to 50 PAGES 51 to 75 PAGES 76 to 100 PAGES 101 to 125 PAGES 126 to 150 PAGES 151 to 175 PAGES OVER 176 PAGES Il-IIIIII 29.2% BOOK SELECTION STATUS BY BOOK LENGTH 53.2% 23.4% III-IIl-II 333% 12.8% IIIIIIIIIII 25.0% 4.3% 0.0% 4.3% 0/ 0 [O 2.1% 0.0% 0.0% IIII 12.5% A A l L V ' f 10 20 3o 40 50 do 76 PERCENT SELECTED Figure 9 80 90 BOYS GIRLS 141 SELECTED AND FINISHED BOOKS: BOYS VERSUS GIRLS BOOK SELECTION STATUS BY TYPE SIZE .09 to .12 INCHES 25.5% IIIIIII 25.0% .13 to .15 INCHES 59.6% IIIIII-IIIII-II 50.0% .16 to {H3 INCHES 12.8% .I-l-II 25.0% OVER .20 INCHES 2.1% 0.0% 16 26 36 46 56 66 76 80 96 PERCENT SELECTED Figure 10 SELECTED AND FINISHED BOOKS: BOYS VERSUS GIRLS BOOK SELECTION STATUS BY FICTION/NONFICTION FICTION 42.6% III-IIIIIIIIIIIII-lIl-l/II 87.5% NONFICTION 57.4% III! 12 5% A A. _ 16 26 36 46 56 66 76 80 96 PERCENT SELECTED _ BOYS IIIIII GIRLS Figure 11 142 SELECTED AND FINISHED BOOKS: BOYS VERSUS GIRLS BOOK SELECTION STATUS BY GENRE/TOPIC FANTASY/SCIENCE FICTION 10.6% IIIIII 12.5% CONTEMPORARY 8.5% IIIIIII 25.0% HISTORICAL FICTION 4.3% III-II 20.8% MYSTERY/ADVENTURE 19.1% IIIIIIII 29. % MODERN BIOGRAPHY SPORTS TRANSPORTATION 23.4% IIII 8.3% OCCULT/CRIME 17.0% A f 16 26' 36 4O 56 66 76 86 PERCENT SELECTED — BOYS IIIIII GIRLS Figure 12 143 Selected But Unfinished Books Five characteristics distinguished between the books boys and girls selected but did not finish. These included amount of illustration, genre/topic classifications, book length, fiction/ nonfiction classifications, and type size. Several of format and content characteristics for the selected but unfinished books resembled the characteristics of the selected and finished books. For boys,these included book length, amount of illustration, illustrative style; for girls,these included fiction/ nonfiction classifications and genre/topic classifications. For eachrrfthese format and content characteristics, selected and finished books contained specific pattern(s) of the characteristic which resembled patterns of the characteristics in the selected but un- finished books. 6 First, the characteristic of amount of illustration, which was statistically Significant for both boys and girls, distinguished between boys'and girls' decisions of selected but unfinished books. Boys made decisions to select but not finish more picture books and profusely illustrated books (63.7%) while girls made more decisions to select but not finish more sparsely illustrated and unillustrated books (70.6%). (See Figure 14, pg. 148.) One interesting point should be noted. Boys made only one decision to initially select one book which was unillustrated while girls made six decisions to initially choose unillustrated books. Consequently, the boys appeared to have been influenced more by the amount of illustrations for initial book selection than were the girls. 144 Second, the characteristic of genre/topic classifications distinguished between boys' and girls' selected but unfinished books. Occult/crime related books were selected but not finished (36.4%) by boys while mystery/adventure and contemporary books were selected but not finished (52.9%) most often by the girls. (See Figure 18, pg. 151.) It Should be noted that the classifications of mystery and contemporary fiction were also selected and finished most frequently by girls. Consequently, although girls initially selected more from these genre/topic classifications, selection alone did not ensure that the books would be read to completion. Third, the format characteristic of book length, which was statistically significant for only boys, also distinguished between the boys' and girls' selected but unfinished books. Boys left books of less than one hundred pages unfinished (63.7%). In contrast, the girls' unfinished books were divided approximately between books less than one hundred pages (47%) and those over one hundred pages (53%). (See Figure 15, pg. 149.) It should be noted that girls were much more willing to initially select books over 176 pages (35.3%) than boys were ( %). However, it should be remembered that six of the nine books were never finished by the girls. Fourth, the content characteristic of fiction/nonfiction, although statistically significant only for girls, also distinguished between boys' and girls' book decision choices of selected but unfinished books. Boys made more decisions to leave nonfiction unfinished (72.8%) while girls left more fiction unfinished (76.4%). (See Figure 17, pg. 150.) 145 Although type size was statistically insignificant for both boys and girls, the format characteristics did distinguish between the two groups. Boys made twice as many decisions to select but not finish books containing small sized type (.09 to .12 inches) than medium sized type (.13 to .15 inches). In contrast, girls made approximately the same number of decisions to select but not finish both the smallest Sized type (.09 to .12 inches) and medium sized type (.13 to .15 inches). (See Figure 16, pg. 150.) The format characteristic of illustrative style was similar for the books both boys and girls selected but did not finish; however, this characteristic was statistically significant for only boys. Both boys and girls made more decisions to select but not finish books containing photographs (80% and 45.5% respectively). (See Figure 13, pg. 148.) In summary, boys made more decisions to select but not finish profusely illustrated and picture books. Books with the genre/t0pic classification of occult/crime as well as books of one hundred pages or less were selected but not finished more frequently. Amount of illustration, genre/topic classifications and book length were statistically significant. Although statistically!insignificant, boys selected but did not finish more books of nonfiction and con- taining the smallest sized type (.09-.12 inches). Table 14 sum- marizes characteristics which appeared to influence boys' and girls' decisions to stop reading books. Girls made more decisions to select but not finish books sparsely illustrated or unillustrated. Contemporary fiction and 146 mystery were the genre/topic classifications most frequently selected but unfinished as was fiction within the fiction/nonfiction classifi- cation. Amount of illustration, genre/topic and fiction/nonfiction classifications were each statistically significant for girls. Although book length was statistically insignificant, girls left approximately the same number of books of less than one hundred pages and over one hundred pages unfinished as well as equal numbers of books containing the smallest sized type and medium sized type. Although statistically insignificant for girls, both boys and girls selected but did not finish books containing photographs. Six of twelve of the content and format characteristics of the selected and unfinished books resembled the patterns present in the selected and finished books. These included four for the boys and two for the girls. 147 TABLE l4.--Summary of Format and Content Characteristics of Boys' and Girls' Selected but Unfinished Books. - fl ——-i r CHARACTERISTICS WHICH INFLUENCED DECISIONS TO STOP READING BOOKS (BOYS) Amount of Illustration Sparsely illustrated and unillustrated books Type Size Small (.09-.12 inches) Genre/Topic Classifications Occult/crime CHARACTERISTICS WHICH DID NOT INFLUENCE DECISIONS TO STOP READING BOOKS (BOYS) Book Length Books less than one hundred pages Illustrative Style Photographs Fiction/Nonfiction Nonfiction CHARACTERISTICS WHICH INFLUENCED DECISIONS TO STOP READING BOOKS (GIRLS) Book Length Books more than 176 pages Amount of Illustration Sparsely illustrated and unillustrated books Type Size Small (.09-.12 inches) Illustrative Style Photographs. CHARACTERISTICS WHICH DID NOT INFLUENCE DECISIONS TO STOP READING BOOKS (GIRLS) Genre/Topic Classifications Contemporary fiction, mystery/ adventure Fiction/Nonfiction Classifications Fiction 148 SELECTED BUT UNFINISHED BOOKS: BOYS VERSUS GIRLS BOOK SELECTION STATUS BY ILLUSTRATIVE STYLE REPRESENTATIONAL 10.0% III-III." 36.4% ABSTRACT 10.0% IIIIIII 18.2% PHOTOGRAPHS {_ 80.0% .lIl-IIIIIIII 45.5% A 0 76 80 9O ‘7 PERCENT SELECTED 030 10 26 36 4O 50 Figure 13 SELECTED BUT UNFINISHED BOOKS: BOYS VERSUS GIRLS BOOK SELECTION STATUS BY AMOUNT OF ILLUSTRATION PICTURE BOOK 27.3% PROFUSELY ILLUSTRATED 36. % IIIIIII 23.5% SPARSELY ILLUSTRATED 27.3% III-III-II 35.3% UNILLUSTRATED 9.1% III-l-I-ll 35.3% 16 26 36 4O 50 60 7O 80 T‘dU“' PERCENT SELECTED _ BOYS II-III GIRLS Figure 14 149 SELECTED BUT UNFINISHED BOOKS: BOYS VERSUS GIRLS BOOK SELECTION STATUS BY BOOK LENGTH 25 to 50 PAGES 51 to 75 PAGES 76 to 100 PAGES 101 to 125 PAGES 27.3% 17.6% 9.1% III.” 17.6% 27. % III 11.8% 18.2% II 5.9% 126 to 150 PAGES 9.1% II 5.9% 151 to 175 PAGES 9.1% II 5.9% OVER 176 PAGES 0.0% III-I-I-Il 35.3% 1 f6 26 36 4O 50 66 70 PERCENT SELECTED Figure 15 80 96 BOYS GIRLS 150 SELECTED BUT UNFINISHED BOOKS: BOYS VERSUS GIRLS BOOK SELECTION STATUS BY TYPE SIZE ~09 to -12 INCHES _ 54.5% IIIIIIIIIIII 41.2% .13 to .15 INCHES 27.3% III-IIIIIII-l 47.1% .16 to .19 INCHES 9.1% III 11.8% OVER .20 INCHES 9.1% 0.0% A 16 26 36 46 56 66 76 86 90 PERCENT SELECTED Figure 16 SELECTED BUT UNFINISHED BOOKS: BOYS VERSUS GIRLS BOOK SELECTION STATUS BY FICTION/NONFICTION FICTION 27.3% IIIIIIIIIIIIIl-I-IIIII 75.5% NONFICTION 72.7% IIIIIII 23.5% L A 16 26 36 46 56 60 76 80 96 PERCENT SELECTED _ BOYS IIIIII GIRLS Figure 17 151 SELECTED BUT UNFINISHED BOOKS: BOYS VERSUS GIRLS BOOK SELECTION STATUS BY GENRE/TOPIC FANTASY/SCIENCE FICTION 18.2% III.” 17.6% CONTEMPORARY HISTORICAL FICTION MYSTERY/ADVENTURE MODERN BIOGRAPHY SPORTS TRANSPORTATION OCCULT/CRIME 0.0% PI-I-IIII 29.4% IIIII 9.1% II 5.9% 0.0% IIIII-ll 23.5% 9.1% III-I 17.6% 9.1% 0.0% 36.4% III 5.9% A r 10 26’ 36 4O 56 6O 76 80 PERCENT SELECTED _ BOYS IIIIII GIRLS Figure 18 9O 152 Rejected Books Five format and content characteristics distinguished between boys' and girls' book decision choices. These included amount of illustration, genre/topic classifications, book length, illustrative style, and fiction/nonfiction classification. First, the characteristic of the amount of illustration which was statistically significant for both groups, distinguished between boys and girls. Boys made decisions to reject more books that were sparsely illustrated or unillustrated (70.1%) than profusely illus- trated or picture books (29.9%). In contrast, girls made an approximately equal number of decisions to reject books that were Sparsely illustrated or unillustrated (53.3%) and that were profusely illustrated (n: picture books (46.7%). (See Figure 20, pg. 156.) The second characteristic of genre/topic classifications was also statistically significant for both boys and girls and also distinguished between the boys' and girls' decisions to reject books. Boys made decisions to rejeCt more modern biographies than any other genre/topic classification (30%) while girls made decisions to reject transportation and sports books (46.7%). (See Figure 24, pg. 159.) The third characteristic which distinguished between boys' and girls' decisions to reject books was illustrative style, which was statistically significant for only boys. Boys made slightly more decisions to reject books that contained abstract illustrations (42.9%) 153 than photographs (35.7%). On the other hand, girls made more decisions to reject books which contained photographs (50%). (See Figure 19, P9. 156.) The fourth characteristic of fiction/nonfiction classification also distinguished between boys' and girls' decisions to reject books. Fiction/nonfiction classification was significant only for girls. Girls rejected more nonfiction (73.3%) than fiction while boys rejected slightly more fiction (55%) than nonfiction. (See Figure 23, pg. 158.) Two format characteristics failed to distinguish between boys' and girls' rejection decisions. These included book length and type Size. The characteristic of book length was statistically signi- ficant for only boys. The number of decisions to reject books were approximately the same for books less than one hundred pages and over one hundred pages for both boys and girls. However, both groups rejected the most books within the category of books over 176 pages; that is, girls rejected 33.3% of the books within this category while boys rejected 40% of the books within it. (See Figure 21, pg. 157.) The format characteristic of type size also failed to dis- tinguish between boys' and girls' decisions to reject books. Type Size was statistically insignificant for both boys and girls. Books containing the smallest Sized type (.09 to .12 inches) were rejected more frequently by boys (45%) and girls (66.7%). (See Figure 23, pg. 158.) 154 In summary, boys made more decisions to reject books which were sparsely illustrated or unillustrated and modern biographies. Books containing abstract illustrations were rejected slightly more frequently than books containing photographs. Each of these format characteristics was statistically significant for boys. Although fiction/nonfiction was statistically insignificant, boys had a tendency to reject more books of fiction than nonfiction. Girls made approximately an equal number of decisions to reject books that were profusely illustrated and picture books as they did for sparsely illustrated and unillustrated books. Trans- portation and Sports books were the most frequently rejected books within the genre/topic classifications as were nonfiction books within the fiction/nonfiction classification. Amount of illustration, genre/t0pic and fiction/nonfiction classifications were each statis- tiCally significant for girls. Although statistically insignificant for girls, more books containing photographs were rejected. The format characteristics of book length and size of type yielded similar results for both boys' and girls' rejected books. Approximately equal numbers of books of less than one hundred pages and over one hundred pages were rejected by both boys and girls; however, this was statistically insignificant for girls. Although Size of type was statistically insignificant for both boys and girls, both groups rejected books containing the smallest sized type (~09--12 l'DCUES). Table 15 summarizes characteristics which appeared to influence boys' and girls' decisions to reject books. 155 TABLE 15.--Summary Format and Content Characteristics of Boys' and Girls' Rejected Books. CHARACTERISTICS WHICH INFLUENCED DECISIONS TO REJECT BOOKS (BOYS) Book Length Books over 176 pages Amount of Illustration Sparsely illustrated and un- illustrated books Type Size Small (.09-.12 inches) Illustrative Style Abstract Genre/Topic Classifications Modern Biography Fiction/Nonfiction Classifications Fiction CHARACTERISTICS WHICH INFLUENCED DECISIONS TO REJECT BOOKS (GIRLS) Book Length Books over 176 pages Type Size Small (.09-.12 inches) Illustrative Style Photographs Genre/Topic Classifications Transportation, Sports Fiction/Nonfiction Classifications Nonfiction CHARACTERISTICS WHICH DID NOT INFLUENCE DECISIONS TO REJECT BOOKS Amount of Illustration Approximately equal number of books profusely illustrated and picture books, and sparsely illustrated and unillustrated books 156 REJECTED BOOKS: BOYS VERSUS GIRLS BOOK SELECTION STATUS BY ILLUSTRATIVE STYLE REPRESENTATIONAL 21.4% IIIl-II 25.0% ABSTRACT 42.9% IIIIIII 25.0% PHOTOGRAPHS 35.7% Il-IIIIIII-III 50.0% I n 16 26 36 40 50 60 76 86 90 #— fl PERCENT SELECTED Figure 19 REJECTED BOOKS: BOYS VERSUS GIRLS BOOK SELECTION STATUS BY AMOUNT OF ILLUSTRATION PICTURE BOOK 5.0% III-I-ll 26.7% PROFUSELY ILLUSTRATED 25.0% III-II 20.0% SPARSELY ILLUSTRATED 40.0% III-l-IIII 33.3% UNILLUSTRATED 30.0% III.” 20.0% 16 26 36 4O 50 667776 86 96"‘ PERCENT SELECTED — BOYS IIIIII GIRLS Figure 20 25 to 50 PAGES 51 to 75 PAGES 76 to 100 PAGES 101 to 125 PAGES 126 to 150 PAGES 151 to 175 PAGES OVER 176 PAGES 157 REJECTED BOOKS: BOYS VERSUS GIRLS BOOK SELECTION STATUS BY BOOK LENGTH 25.0% IIIIIIIII 20.0% 15.0% 10.0% IIIIl-II 26.7% 0.0% II 6.7% W 10.0% lo 0.0 0.0% II 6.7% 40.0% III-III." 333% k 16 26 3o 40 50 66 76 PERCENT SELECTED L 80 _ BOYS Figure 21 GIRLS A T 90 158 REJECTED BOOKS: BOYS VERSUS GIRLS BOOK SELECTION STATUS BY TYPE SIZE .09 to .12 INCHES .13 to .15 INCHES 35.0% 26.7% .16 to .19 INCHES 20.0% II 6.7% OVER .20 INCHES 6.0% 0.0% 1 A 16 26 36 46 56 66 76 86 96 PERCENT SELECTED Figure 22 REJECTED BOOKS: BOYS VERSUS GIRLS BOOK SELECTION STATUS BY FICTION/NONFICTION FICTION 55.0% III-IIII 26.6% NONFICTION 45.0% IIIl-IIIIIII-I-I-IIII 73-470 L A 16 26 36 46 56 6O 76 80 96 PERCENT SELECTED _ BOYS IIIIII GIRLS Figure 23 REJECTED BOOKS: 159 BOYS VERSUS GIRLS BOOK SELECTION STATUS BY GENRE/TOPIC FANTASY/SCIENCE FICTION CONTEMPORARY HISTORICAL FICTION MYSTERY/ADVENTURE MODERN BIOGRAPHY SPORTS TRANSPORTATION OCCULT/CRIME 10.0% IIIII 13.3% 15.0% IIIII 13.3% 15.0% 0.0% 0.0% 15.0% 36.0% IIII 13.3% 10.0% IIIIIIIII 20-0 0.0% IIIIIIIIIII 26.7% 5.0% IIIII 13. % 10 267 36 40 56 60 76 86 96 PERCENT SELECTED — BOYS II-III GIRLS Figure 24 160 General Comments Data will be presented in this section which will further discuss the possible explanations of the book selection decisions of reluctant, remedial Sixth grade readers to determine what character- istics influenced initial book selection, book completion and rejec- tion of high interest, low vocabulary trade books. The data regarding the relationship between interest scores and amounts of books completed has not been previously reported in Chapter IV. However, the remainder of the data to be presented will be an elabora- tion and clarification of data results previously discussed in this chapter. These data were determined from items #1, #2, #3, and #4 from the interest inventory and from the ninety-six interviews regarding books from the three book selection categories. Previously discussed data results indicated that interest scores increased as both the books' appearances and subjects/contents were perceived as becoming appropriate for sixth graders and Slightly older students. Interest scores were also highest when the books' difficulty levels were perceived as matching the students' reading levels or were perceived as being slightly harder. The degree of student interest also affected the amount of book completed for books within the selected but unfinished category. AS greater proportions of books were finished, the mean interest scores also increased. The mean interest score ranged from 8.3 for books which were 1-19% completed to a mean interest score of 12 for books which were 80-99% completed. (See Table 16, pg. 161.) 161 Consequently, the degree of interest toward a book appeared to have influenced the amount of the book finished. TABLE l6.—-Relationship Between Proportions of Books Completed and Mean Interest Scores. Proportion of Book Completed 0-1 % 20-39% 40-59% 60-79% 80-99% 1 Mean Interest 8.3 8.6 8.8 10.6 12 Score The influence of interest in the form of likes/dislikes of subjects and contents was previously discussed in the appropriate book selection categories. Books which were selected and finished were most frequently selected because the students expressed pref- erences for the subjects/contents. The reasons most frequently stated for decisions to stop reading books were because the books (subjects/contents) became boring or uninteresting. Comments included statements such as "It got a little bit boring" (Winners in Gymnastics by Frank Litsky), and "I just got tired of it" (Don't Shoot by Roxane Chadwick). The reason for students' rejection of books was also influenced by the subjects/contents; that is, dislike of the books' subjects/contents. In all, thirty-nine interviewees mentioned that their initial selection or rejection of books was influenced by the books' subjects/contents. Fourteen of these interviewees attributed the main reason for initial selection or rejection because of the books' subjects/contents. 162 The inability of the remedial readers to accurately perceive the books' difficulty levels in relation to their reading levels was discussed previously in this chapter. The students overestimated the books' difficulty levels for the selected and finished books and underestimated them for the selected but unfinished books, while book difficulty levels were equally overestimated, underestimated and accurately perceived for the rejected books. It was ascertained, regardless of book selection category, that these students often attempted to determine the book difficulty levels using various format factors such as Size of print, length or thickness of a book, or the amount of illustrations as cndteria. Nine interviewees stated that large type size indicated easy book difficulty levels, while four said small type size indicated hard difficulty levels. The length of the books also determined book difficulty levels for three inter- viewees--two stated that short books meant easy difficulty levels; one stated that long books meant hard difficulty levels. The amounts of illustration also confused some of the students--four interviewees stated that many illustrations indicated easy books; one stated that no illustrations meant hard difficulty levels. One girl, however, summarized the philosophy of the high interest, low vocabulary trade books with the following statement regarding her reaction to The Plant People by Dale Carlson: "Those words were easier than the cover made them look." As previously discussed in Chapter IV, students mentioned the amount of illustrations within each of the three book selection categories; however, responses about the illustrative styles or 163 components within the illustrations occurred less frequently. Responses about the amount of illustration occurred seventeen times, responses about the components of the illustrations only Six times. The comments regarding illustrative style included, "The pictures look young" (The Homework Caper by Jean Lexau), "The illustrations are weird colors" (Walter Cronkite by Paula Taylor and Lorita Larson). The students in this group seemed much more concerned with the amount of illustrations rather than the actual styles or components of the illustrations. Item #8 on the interest inventory attempted to determine the similarities or differences of the influence of the books' covers, titles, jackets among the three book selection categories. Data results indicated by a mean score for each book selection category, that the influence of the covers, titles or jackets had Similar influence on selection and rejection. However, the interview results indicated that the covers exerted more influence on selected and finished books and selected but unfinished books than on rejected books. For selected and unfinished books, Six interviewees stated that the pictures of the subjects/contents on the covers had a major role on their initial selection decisions vfifilea five interviewees stated that the covers' illustrations of the subjects/contents were also the major reason for the book selection decisions for selected and finished books; no interviewees discussed the illustrative style or components of the covers of selected and finished books and selected but unfin- ished books. However, components of the rejected covers' illustrative style exerted an influence for rejection of books. Within this 164 category, five interviewees mentioned illustrative components on the covers which exerted negative responses from them. Statements describing components within the illustrations included, "Only using the colors black and yellow are uninteresting" (Black and Blue Magic by Zilphia Synder), "The colors are strange" (Henrnyissinger by Paula Taylor), and "The cover is only green" (Broken Wheel Ranch by Leonard Eisner). However, no major reasons for rejection were attributed solely to the rejected covers. This is in direct contrast to the other two categories, in which the covers' pictorial subjects/ contents directly influenced the decision to select books. It appeared that covers directly motivated students to select books; however, covers in combination with other factors encouraged students to reject books. A contradiction between the way students perceived the boOks and what they selected and finished was very evident. During the interviews, the students frequently mentioned that they associated Short books and frequently illustrated books with younger children. However, the data results indicated that books containing these characteristics were much more frequently selected and finished than those that possessed other format characteristics. In summary, greater proportions of the books were completed when the students perceived the books as being more interesting. These high interest, low vocabulary trade books disguised their low difficulty levels with older looking format characteristics which frequently misled the students in thinking that the books were too difficult for them when many of the books were actually below their 165 reading levels. Similarily, books which contained format characteris- tics which the students associated with younger students were often perceived as being too easy when many of the books' difficulty levels were above the students' reading levels. Students mentioned the amount of illustration more than the illustrative styles or components within the illustrations. Book covers appeared to influ- ence major book selection decisions within the selected and finished and selected but unfinished categories. However, the influence was exerted by the pictorial presentation of the books' subjects/contents rather than the covers' illustrative styles. Students appeared to be more aware of illustrative style of covers of the rejected books, especially of aspects which did not appeal to them. Although the students associated the format characteristics of short books and frequent illustrations with younger students, these sixth graders overwhelmingly selected and finished books containing these charac- teristics. Summar The book selection and responses of a group of eighteen reluctant, remedial sixth grade readers to high interest, low vocabulary books were examined. Various readability factors of book difficulty, interest, content, and format characteristics were investigated to determine the Similarities and differences among three book selection categorieS--selected and finished, selected but unfinished, and rejected. The books which were initially selected, including both the categories of selected and finished books as well as selected but 166 unfinished books, contained characteristics which ranged from having low to high difficulty levels as well as having low to high interest levels. These initially selected books had format characteristics which ranged from the shortest to the longest book lengths and from picture books to unillustrated books, often contained the smallest (.09 to .12 inches) and medium (.13 to .15 inches) sized type, and photographs. The books were most frequently within the genre/topic classifications of mystery/adventure, transportation, contemporary fiction, fantasy/science fiction, or occult/crime. Fiction was most frequently represented in the initially selected books. Several of the characteristics of the initially selected books appeared to have influenced the students' decisions to finish the books. Finished books had the lowest mean difficulty levels and were overwhelmingly below the students' reading levels. In addition, the finished books were frequently less than one hundred pages long and profusely illustrated or picture books. The character- istic book length and amount of illustration were statistically significant. Books containing photographs were the most often selec- ted and finished; the characteristic of illustrative style was also statistically significant. Although statistically insignificant, the finished books contained medium sized type (.13 to .15 inches), were fiction and frequently mystery/adventure or transportation. The interest levels for selected and finished books were higher than for the selected but unfinished books. In contrast, rejected books had the highest mean difficulty levels and/or subjects/contents disliked by their readers. These 167 books frequently contained over 176 pages, were Sparsely illustrated or unillustrated CM”, if they had illustrations, contained photo- graphs. The format characteristics of book length, amount of illus- tration, and illustrative style were statistically significant. The rejected books had the smallest sized type and, within the genre/topic and fiction/nonfiction classifications, were more frequently modern biographies and fiction, respectively; however, these last three format and content characteristics were statistically insignificant. Interest in books increased as the students perceived the books becoming more appropriate in appearances and subjects/contents for Sixth graders and slightly older students as well as when book difficulty levels were perceived as being within the students' read- ing levels. Greater proportions of books were completed as the books were perceived as being more interesting. Students initially selected and rejected books because of likes/dislikes of the books' subjects/ contents. The students inaccurately perceived the books' difficulty levels; that is, they frequently overestimated the difficulty levels for selected and finished books and underestimated them for the selected but unfinished books. Students often based their perception of books' difficulty levels on format characteristics such as book length, amount of illustration, or size of type. Format and content characteristics which appealed to boys and girls differed slightly. Boys appeared to prefer books that were profusely illustrated or picture books and books that had less than one hundred pages. Both of these characteristics were statistically Significant for boys. Photographs were the most frequently selected 168 illustrative style. This format characteristic was also statistically significant. Books about transportation or mysteries were the most frequently selected and finished within the genre/topic classifications while nonfiction was selected most often, although both of these characteristics were statistically insignificant. Type size was also insignificant; however, boys appeared to prefer medium sized type (.13 to .15 inches). In contrast, boys most frequently rejected books over 176 pages, sparsely illustrated or unillustrated books, books with abstract illustrations, modern biographies, fiction, and the smallest type Size (.09 to .12 inches). Girls also appeared to prefer profusely illustrated or picture books and books containing less than one hundred pages. Girls selected and finished more mysteries and contemporary fiction, and preferred fiction to nonfiction. Both of these content characteristics were statistically significant. Although statistically insignificant, girls seemed to prefer books with representational illustrations and medium sized type (.13 to .15 inchés). Results for girls within the selected and unfinished book selection categories indicated that the girls were more willing to initially select books over 176 pages as well as Sparsely illustrated and unillustrated books than boys were, although many of these books were never finished. Data results of rejected books also supported these tendencies. Girls rejected trnasportation and Sports books within the genre/t0pic classifications as well as nonfic- tion within the fiction/nonfiction classification. Both of these characteristics were statistically significant. Although statisti- cally insignificant, girls rejected more books containing photographs and the smallest sized type (.09 to .12 inches). 169 A contradiction was observed when the interview statements were compared to the book selection data. The students associated Short books and those containing frequent illustrations with younger students; however, these sixth grade reluctant, remedial readers frequently selected and were most successful finishing high interest, low vocabulary books which contained these format characteristics, especially when low book difficulty levels simultaneously occurred. Findings, conclusions, and the implications of this research for teachers, librarians, and publishers will be discussed in Chapter V. CHAPTER V SUMMARY, FINDINGS, CONCLUSIONS AND IMPLICATIONS This chapter will contain a summary of the research design, the findings, conclusions and implications of the data in relation to the selection decisions of reluctant, remedial Sixth grade readers. Suggestions for changes of this study as well as recommendations for further research will also be discussed. Summary This researcher examined reluctant, remedial sixth grade students' book selections and rejections of 164 high interest, low vocabulary trade books to determine what aspects of difficulty level, interest, content and format characteristics influenced their decisions to read or not to read specific books or types of books. Three selection categorieS--selected and finished, selected but unfinished and rejected bookS--were considered. The 164 high interest, low vocabulary trade books chosen for inclusion within this study were selected according to Specific criteria. These criteria included difficulty levels ranging from first through seventh grades, approximately sixth grade interest levels, specific content characteristics of fiction/nonfiction, genre/topic classifications as well as specific format features 170 171 of illustrative style, amount of illustration, Size of type, and book length. An attempt was made by this researcher to attain an equal representation of each variable. At the beginning of the study, the Estes Attitude Scale was administered to the remedial Sixth graders and to another group of sixth grade: readers 'functioning at and above grade level. The results showed that the remedial readers scored significantly lower than the other group, thereby indicating that the remedial readers appeared to possess more negative attitudes toward reading than did the average and above average readers. The high interest, low vocabulary trade books were made available over a period of six weeks to eight girls and ten boys. After each book selection, the student completed an interest inven- tory on which he/she indicated degree of interest, amount of book read, and perceptions about difficulty level, appropriateness of book's appearance and subjects/contents for sixth graders. Inter- views were taped by this researcher to gather information about rejected books and to record additional information about students' responses to selected books. The data were tabulated and classified by the type of decisions the students made regarding the books. The students were asked to make one of four types of decisions for each book: to select and read a book to completion, to select but not finish a book, to indicate a book to the researcher that the student did not want to read (rejected book), and to totally ingore a book. For 172 each student, this latter category consisted of decisions regarding all the remaining books which were not in one of the first three selection categories. Consequently, each student made 164 various decisions (one decision for each book); a total of 2,952 book selection decisions were made by the eighteen students during the Six weeks. The group made seventy-one decisions to select and finish books, twenty-eight decisions to select but not finish books, thirty-five decisions to reject books and 2,817 decisions to ignore books. The data were analyzed by several procedures. Means were used to determine difficulty levels and influence of interest inventory items to enable comparisons among the three book selection categories. Means were also utilized to enable comparisons between the selected and finished category and the selected but unfinished category for interest scores, and to determine possible relationships between students' perceptions of difficulty levels and interest scores, appropriateness of books' appearances and interest scores,and appropriateness of subjects/contents and interest scores. For selected but unfinished books, means were also utilized to determine the relationship between proportions of books finished and the interest scores. Frequency tables were constructed to determine the relationships between books' difficulty levels and students' reading levels (readability match index) and between the readability match index and the students' perceptions of difficulty levels. The statistic chi-square was utilized to determine the similarities 173 and differences of the content and format characteristics among the three book selection categories for the entire group and between boys and girls. The confidence level was set at .05. The Findings The research findings will be presented by discussing each of the major research questions investigated, its subquestions, and explanations of why the results may have occurred. 1. Do the high interest, low vocabulary trade books selected and finished by reluctant, remedial readers have similar characteristics regarding difficulty level, interest, content, and format? a. What is the difficulty level? The mean difficulty level of the selected and finished books was 3.6, ranging from the first through the seventh grade diffi- culty levels. This was the lowest mean difficulty score for the three book selection categories. Actual book difficulty levels were determined by the four sources used to select the high interest, low vocabulary trade books, including Booklist, Top of the News, Good Reading for Poor Readers, and Gateways to Readable 124,125,126,127 Books. Students chose books with which they believed they could have successful and satisfying reading experiences. Therefore, 124Goldberger, Duree, op. cit., September 15, 1975 ff. 125YASD High Interest/Low-Literary Level Materials Evalua- tion Committee, op. cit., p. l97-201. 126Spache, 0p. cit., p. 41 ff. 127Withrow, op. cit., p. 27 ff. 174 ease of difficulty level, appears to have been an influential factor for reluctant, remedial readers' selection and successful completion of high interest, low vocabulary trade books. 6. Does a relationship exist between the students' reading levels and the books' difficulty levels? The data results appeared to support that a relationship did exist. The reluctant, remedial readers overwhelmingly selected and finished 76% of books below their reading levels, while selecting and finishing only 12.7% of books within their reading levels, and 11% of books above their reading levels. Ease of difficulty levels again appears to have been an influential factor to motivate reluc- tant, remedial readers to select and finish high interest, low vocabulary books. c. Does a relationship exist between the students' per- ceptions of the books' difficulty levels and th books' difficulty levels? ' The data results appeared to support that a relationship did exist. The reluctant, remedial readers tended to overestimate the difficulty levels of the selected and finished books (58%). In other words, they inferred that the books' difficulty levels were more difficult in relation to their own reading levels than the books actually were. The difficulty levels of selected and finished books were accurately perceived for 27% of the books, while the difficulty levels were underestimated for 15% of the selected and finished books. Overestimation of difficulty levels of selected and finished books may have occurred because of two reasons. First, students' 175 attemptsthprotect their self-concepts may have resulted in over- estimations. The students may not have wanted to admit that the books they had selected were too easy for them. Second, adult- looking elements of the high interest, low vocabulary trade books may have disguised the low difficulty levels of some of the books; thereby influencing the students' decisions to overestimate the difficulty levels. d. What is the level of interest? The mean interest score for the selected and finished books was 13.13, ranging from seven to fifteen points. This score was higher than the interest score determined for the category of selected but unfinished books. Consequently, high degrees of interest toward books appears to have motivated students to select and finish books. This supports Williams' study, discussed within the Review of Literature, which concluded that high interest was an important motivator for book completion. e. Does a relationship exist between the students' perceptions of the books' difficulty levels and the interest scores? The data results appeared to support that a relationship did exist. Books perceived as being Slightly too difficult received the highest interest score for the selected and finished books (14.4), while books perceived as being within or Slightly below the students' reading levels received Slightly lower but equal scores (13.2). Books perceived as being much too easy received the lowest interest scores (10.9). 176 Two reasons may explain why books perceived as being slightly too hard received the highest mean interest score. First, results previously discussed indicated finished books had difficulty levels below the students' reading levels; consequently, the fact that the students believed that these books were difficult might suggest that high interest toward these books motivated the students to finish them. Second, the students may have felt positive about reading books which they believed to be too difficult for them and may have indicated this by rating the books as being more interesting. Books which were perceived as being Slightly easy and those perceived as being just right received equal but also relatively high interest scores. Two reasons may also explain this. First, high interest toward the books may have influenced the students' perceptions of difficulty levels; that is, books of higher interests were thought to be easier to read. Second, it appears that the students' beliefs that the difficulty levels were slightly below or at their reading levels may have encouraged successful experi- ences withifluabooks and influenced students to assign high interest scores to the books. Conversely, books which were perceived as being way too easy were rated as having the lowest amount of interest. Students may have equated the "easy" reading levels with younger students and believed that the books were appropriate for students younger than the sixth grade. The sixth graders may have also thought that elements of these books, such as plot or 177 characterization, were treated in a manner more appropriate for younger students. f. Does a relationship exist between the students' perceptions of the books' appearances and their interest scores? The data results appeared to support that a relationship did exist. Books perceived as having appearances appropriate for students Slightly older received the highest interest scores (14.2), followed by books whose appearances were perceived apprOpriate for sixth graders (13.5), and next, for students slightly younger (12.5). The lowest interest score (11) occurred for books whose appearances were perceived as being appropriate for much younger students. Books having appearances which were perceived as being appropriate for slightly older Students may have caused the remedial readers to feel positive about themselves and their reading abilities; therefore, the books were assigned higher interest scores. A Similar Situation may also have occurred for books which were perceived as having appearances appropriate for sixth graders; these books also received relatively high interest scores. However, reluctant, remedial readers appeared to be less interested in books which were perceived as having appearances appropriate for slightly younger students and least interested in books whose appearances looked appropriate for much younger students. This latter category of books may have been subconsciously associated with the reading materials remedial students have used during reading classes. 178 f1. Are the books' appearances considered appro- priate for sixth graders? The selected and finished books received a mean appearance score of 2.7. This indicated that the books were perceived as having appearances appropriate for students of about the sixth grade. Because this item did not discriminate among the three book selection categories, the books' appearances were perceived as being similar, regardless of category. Therefore, the book selection categories may not have exerted any measurable influence on stu- dents' perceptions of books' appearances. 9. Does a relationship exist between the perceived appropriateness of the books' subjects/contents and their interest scores? The data results appeared to support that a relationship did exist. Books perceived as having subjects/contents appropriate for Slightly older students received the highest interest Scores (14.5), followed by books whose subjects/contents were perceived as being appropriate for sixth graders (13.2) and those appropriate for slightly younger students (13.1). The lowest score (10.9) occurred for books whose subjects/contents were perceived as being appro- priate for students much younger. Students may have believed that the subjects/contents which were perceived to be appropriate for slightly older students were more interesting than what they usually selected to read; conse- quently, they assigned the highest interest scores to books within this category. 179 Books which had subjects/contents perceived as appropriate for sixth graders and slightly younger students also received similarly high interest scores. Because some of these students may have been within a transitional developmental stage, some of the sixth graders may have accepted subjects/contents considered appro- priate for younger students. These students may have been attracted to subjects/contents appropriate for elementary aged students as well as those of middle school age. The two year age difference within these classes may also explain why these books also received the high interest scores. However, books containing subjects/contents appropriate for younger students were evaluated as being least interesting to the students. These subjects/contents appeared to have been more appro- priate for developmental stages much below those of sixth graders; consequently, the Sixth graders did not appear to be as interested in these books. Books such as these may have subconsciously suggested or reminded the students of other books which they may have had to use during their reading classes. g1. 00 the books possess subjects/contents considered appropriate for sixth graders? The selected and finished books received a mean score of 2.7. This indicated that the books were perceived as having sub- jectS/contents appropriate to students of about the Sixth grade. Because this item did not discriminate among book selection categories, the subjects/contents of the high interest, low vocabu- lary trade books were perceived in similar manner, regardless of 180 book selection category. Therefore, the book selection categories may not have exerted any measurable influence on students' percep- tions of books' subjects/contents. h. 00 the titles, covers, or book jackets influence selection? The selected and finished books received a mean Score of 3.6. This indicated that the titles, covers, or book jackets had some influence on book selection but they were not among the main reasons. Because this item did not discriminate among the book selection categories, the title, cover, book jacket may have had similar influence, regardless of the book selection category. i. 00 the books possess similar format characteris- tics (style of illustration, amount of illustra- tion, size of type, and length)? Whole Group Results The characteristic of style of illustration indicated that books with photographs were the most frequently selected and finished (49.3%). This format characteristic was statistically Significant. The characteristic of the amount of illustration indicated that profusely illustrated and picture books were more frequently selected and finished (83.1%) while sparsely illustrated and un- illustrated books were infrequently selected and finished (16.9%). This format characteristic was statistically significant. The characteristic of size of type indicated that books containing medium sized type (.13-.15 inches) were most frequently 181 selected and finished (56.3%). However, this format characteristic was statistically insignificant. The characteristic of book length indicated that books which were less than one hundred pages were more frequently selected and finished (88.8%) while books over one hundred pages were infre- quently selected and finished (11.2%). However, more books within the book length category of between twenty-five and fifty pages were selected and finished (45.1%). This format characteristic was statistically significant. The reluctant, remedial readers within this sample chose books containing format Characteristics which may have suggested to the students that they would be successful in book completion and have satisfying reading experiences. The students also may have been concerned with the potential time commitment involved to read the books. Consequently, some of the students may have selected books which contained format characteristics which they believed might represent shorter commitments. Photographs may have appealed to the students because they perceived them as being adultlike or associated them with popular trade magazines; that is, they did not resemble materials usually associated with textbooks used for reading. Boys' Results The Characteristic of style of illustration indicated that boys selected and finished more books containing photographs (54.6%). This format characteristic was statistically significant for boys. 182 The characteristic of amount of illustration indicated boys more frequently selected and finished profusely illustrated and picture books (83%) than Sparsely illustrated or unillustrated books (17%). This format characteristic was statistically Significant for boys. The characteristic of type size indicated boys selected and finished more books containing medium Sized type (.13-.15 inches) (59. %). However, this format characteristic was statistically insignificant for boys. The characteristic of book length indicated boys more frequently selected and finished books of less than one hundred pages (89.4%) than those over one hundred pages (10.7%). However, more books within the book length category of between twenty—five and fifty pages were selected and finished (53.2%). This format characteristic was statistically Significant for boys. Boys within this sample chose books containing format char- acteristics which suggested to them that they would be successful in book completion and have satisfying reading experiences. Boys may have been concerned with the amount of time it would take to read their choices; consequently, they may have chosen books con- taining many illustrations, short lengths, and medium sized type (.l3-.15 inches). Boys' preference for photographs may have been the result of a preference for the illustrative style or the result of inter- acting variables. Boys selected and finished more nonfiction books 183 which often were illustrated with photographs. Consequently, it may be difficult to determine the amount of influence of each factor on boys' book selection and subsequent influence on the decision to finish the books. Girls' Results The characteristic of style of illustration indicated girls selected and finished more books which contained representational illustrations (52.2%). However, this format characteristic was statistically insignificant for girls. The characteristic of the amount of illustration indicated girls more frequently selected and finished profusely illustrated and picture books (83.4%) than sparsely illustrated or unillustrated books (16. %). This characteristic was statistically significant for girls. The characteristic of size of type indicated that girls selected and finished the most books containing medium sized type (.l3-.15 inches) (50%). However, this format characteristic was statistically insignificant for girls. The characteristic of book length indicated girls more frequently selected and finished books less than one hundred pages (87.5%) than those over one hundred pages (12.5%). However, girls did select and finish three books over 176 pages while boys did not attempt any books over 176 pages. However, this characteristic of book length was statistically insignificant for girls. 184 Girls within this sample chose books containing format characteristics which suggested to them that they would be success- ful in book completion and have a satisfying reading experience. Girls' preference for books containing representational illustrations may be the results of a general liking of this illus- trative style or the result of interacting factors. Many of the books selected and finished by the girls were fiction which con- tained more representational and abstract illustrations than photo- graphs. The nonfiction books which were selected less frequently by the girls often contained photographs. Consequently, it may be difficult to determine the amount of influence of each of these factors on girls' books selection and subsequent completion of the books. j. 00 the books represent Similar genres and t0pics? Whole Group Results The characteristic of genre/topic classifications indicated that selected and finished books were more frequently mystery/ adventure (22.5%) or transportation (18.3%). However, this content characteristic was statistically insignificant. This group of students selected and finished more mystery/ adventure than any other genre/topic classifications. The elements of this classification including suspense, action, danger, and surprise may have influenced selection and completion. Data results for the entire group, however, did indicate that this group possessed a wide range of reading interests. 185 Boys' Results The characteristic of genre/topic classifications indicated boys selected and finished more books about transportation (23.4%), followed by books of mystery/adventure (19.1%). This content characteristic was statistically Significant for boys. Sixth grade reluctant, remedial boys appeared to be most interested in books about transportation. This may be due to the anticipation of driving and/or liking of mechanical objects. Over- all, boys appeared to have a wider range of reading interests than the girls did. These results supported the findings of Ramsey's study which was discussed in the Review of Literature. Girls' Results The characteristic of genre/topic classifications indicated girls selected and finished more mystery/adventure (29.2%), followed closely by contemporary fiction (25%). This content characteristic was statistically significant for girls. Sixth grade reluctant, remedial girls appeared to be most interested with books which contained elements of suspense, surprise, and action. However, girls also appeared to be attracted to books about the joys, struggles, and problems of children of their own age. Overall, girls appeared to have a narrower range of reading interests than boys did. The girls may have avoided genre/topic classifications such as sports and occult/crime which they may have associated with male interests. k. 00 the books represent fiction or nonfiction? 186 Whole Group Results The characteristic of fiction/nonfiction indicated selected and finished books were more frequently fiction (57.7%) than non- fiction (42.3%). However, this content characteristic was statis- tically insignificant. These students appeared to prefer fiction as a group. They may have been most familiar with this classification or enjoyed the ”story” element within fiction as opposed to the "information" element within nonfiction. These results are supported by Ferguson's study which was discussed in the Review of Literature. Boys' Results The characteristic of fiction/nonfiction classification indicated boys selected and finished more nonfiction (57.4%) than fiction (42.6%). However, this content characteristic was statis— tically insignificant for boys. Boys appeared to be more attracted to nonfiction than fiction. However, boys selected and finished books from both fiction and nonfiction, indicating that they are interested in reading books from either classification. Boys' preference for nonfiction was also noted in studies by Whitehead and Packer. These studies were discussed in the Review of Literature. Girls' Results The characteristic of fiction/nonfiction classification indicated girls selected and finished more fiction (87.5%) than 187 nonfiction (12.5%). This content characteristic was statistically Significant for girls. Girls appeared to prefer fiction to nonfiction. This may have resulted because the girls associated the topics/genres of some of the nonfiction books with boys and, consequently, did not choose to read them. Girls may have also preferred the ”story" element present within the fiction classification rather than the “informational" elements present within nonfiction. Similar findings were reported in studies by Packer and Whitehead which were discussed in the Review of Literature. 2. Do the high interest, low vocabulary trade books selected but unfinished by reluctant, remedial readers have similar characteristics regarding difficulty levels, interest, content, and format? a. What is the difficulty level? The mean difficulty level for selected but unfinished books was 4.7, which was the mid mean difficulty score for the three book selection categories. The difficulty levels of selected but unfinished books ranged from first through seventh grade. Actual book difficulty levels were determined by the four sources used to select the high interest, low vocabulary trade books, including Booklist, Top of the News, Good Reading for Poor Readers, and 128,129,130,131 Gateways to Readable Books. 128Goldberger, Duree, 0p. cit., September 15, 1975 ff. 129YASD High Interest/Low—Literary Level Materials Evalua- tion Committee, op. cit., p. l97-201. 130Spache, op. cit., p. 41 ff. 13'Nithrow, op. cit., p. 27 ff. 188 Consequently, it appears that higher difficulty levels of the selected but unfinished books may have influenced decisions to stop reading books. b. Does a relationship exist between the Students' reading levels and the books' difficulty levels? The data appeared to support that a relationship did exist. Books which were selected but unfinished were most frequently above the students' reading levels (42.9%), followed by those below the students' reading levels (32.1%) and those within the students' reading levels (25%). Two reasons may explain why books having difficulty levels above the students' reading levels may not have been finished. First, Students may have been discouraged by the harder difficulty levels, and decided to stop reading the books. Second, these books, which were perceived as being lower in interest, may not have been able to motivate the students to exert the extra reading effort necessary to finish them. Results for selected and finished books indicated ease of reading level may have been influential for book completion; therefore, the books below the students' reading levels may have been unfinished due to factors other than the books' difficulty levels. These factors may have included aspects of interest, various content or format characteristics. Similarly, these other factors may also have influenced decisions to stop reading books which possessed difficulty levels within the students' reading levels. 189 c. Does a relationship exist between the students' perceptions of the books' difficulty levels and the books' difficulty levels? The data results appeared to support that a relationship did exist. The reluctant, remedial readers tended to underestimate the difficulty levels of the selected but unfinished books (43%). In other words, the students inferred that the difficulty levels of the books were too easy for them, when the difficulty levels were actually above their reading levels. The students overestimated 2 % of the books and accurately perceived the difficulty levels of 36% of the books. Two reasons may account for this underestimation of the difficulty levels of selected but unfinished books. First, the students may not have wanted to admit that they had selected books which were too difficult for them; this may have occurred to protect the students' self-concepts. Second, format characteris- tics which were usually associated with younger children, may have influenced the sixth graders into thinking that these books had lower difficulty levels than they actually had. d. Does a relationship exist between the proportions of the books read and their interest scores? The data results appeared to support that a relationship did exist. The mean interest scores increased as greater amounts of books were completed. The following interest scores were attained for proportions of books completed: an interest score of 8.3 for l-l9%, a score of 8.6 for 20-39%, a score of 8.8 for 40-59%, a score of 10.6 for 60-79% and a score of 12 for 80~9 %. 190 The amount of interest toward a book appeared to influence the amount of a book completed. Therefore, higher interest toward reading selections appears to motivate students to read greater proportions of the materials. This supports the results of Williams' study which was discussed in the Review of Literature. dl. What is the level of interest? The mean interest score of the selected but unfinished books was 11.33. This mean interest score was lower than the mean Score for the selected and finished books. The interest scores for the selected but unfinished books ranged from three to fourteen points. It appears that lower interest in the selected but unfinished books may have influenced decisions to stop reading the books. Stu- dents may have thought 'that the books became boring or uninteresting and, consequently, not worth the effort to continue reading them. Similar results were reported in Williams' study which was discussed in the Review of the Literature. e. Does a relationship exist between students' per- ceptions of books' difficulty levels and the interest scores? The data appeared to support that a relationship did exist. The mean interest scores increased as the books were perceived from being way too easy (3) to being a little easy (8.5) to being within the students' reading levels (9.9), decreasing slightly when the books' difficulty levels were perceived as being Slightly too difficult. It appears that students who believed that the books' difficulty levels were within their reading levels may have felt 191 comfortable when reading the books and thereby assigned the books relatively high interest scores. However, other factors such as format or content characteristics may have influenced the students' decisions to leave the books unfinished. Two reasons may explain why the mean interest score for selected but unfinished books perceived as being Slightly too difficult declined. One possible explanation might have been that the difficulty levels perceived as being above the students' reading levels might have negatively influenced the students' interest ratings; that is, these books which were perceived as being too difficult to read may have, in turn, made the books less interesting to the readers. The other reason might have been that the amounts of student interest in the books were not high enough for the students to read the books to completion. The books which were perceived as being way too easy were rated as having the lowest interest. Students may have equated these "easy” books with younger students and believed that the books were more appropriate for students much younger than sixth grade. The sixth graders may also have believed that literary elements of these books such as plot or characterization were treated in a manner more appropriate for younger students. f. Does a relationship exist between the perceived appropriateness of the books' appearances and their interest score? The data appeared to support that a relationship did exist. The mean interest scores increased as the books' appearances were perceived from being appropriate for much younger students (3) to 192 being appropriate for students a little younger (9.4) to being appropriate to sixth grade students (9.8),then decreasing slightly for books whose appearances were perceived as being appropriate for slightly older students (7). Students who believed their books had appearances appropriate to sixth graders may have had relatively satisfying reading experi- ences and consequently, assigned somewhat high scores. Other factors such as difficulty level may have influenced decisions to stop reading the books. The fact that books had Sixth grade appearances probably was not a reason why students left the books unfinished. However, the appearances of the books which were perceived as being appropriate for students of other ages may have influenced the students' interest scores and decisions to stop reading. Books which had appearances appropriate for slightly older students may have had various format characteristics which discouraged students from completing the books. Books which had appearances perceived as looking appropriate for slightly younger students and much younger students may have been subconsciously associated with the reading materials that were used during reading instruction with these remedial readers. fl. Are the books' appearances considered appro- priate for Sixth graders? The mean appearance score for the selected but unfinished books was 2.5. This score indicated that the students perceived the appearances of the selected but unfinished books as being appropriate for students of about the sixth grade. 193 Because this item did not discriminate among the three book selection categories, the books' appearances were perceived as being similar, regardless of category. Therefore, the book selection categories may not have exerted any measurable influence on stu- dents' perceptions of books' appearances. g. Does a relationship exist between the perceived appropriateness of the books' subjects/contents and their interest scores? The data results appeared to support that a relationship did exist. The mean interest scores increased as the books' subjects/ contents were perceived from being appropriate for much younger students (3) to being appropriate for students slightly younger (9.4) to being appropriate to Sixth graders (9.8), then decreasing as the subjects/contents were perceived as being appropriate for slightly older students (7). It appears that students who believed that their selected but unfinished books had subjects/contents appropriate for sixth graders may have had more satisfying reading experiences and, con- sequently, assigned relatively higher interest scores to these books. The fact that books had subjects/contents appropriate for Sixth graders was probably not the reason why students decided to stop reading the books. However, the belief that the books' appearances were more appropriate for other age groups may have influenced the amount of interest the Sixth graders had for the books. The books which had subjects/contents perceived appropriate for older students may have not been of much interest; consequently, the books received 194 lower interest scores and discouraged the students from finishing them. Books which had subjects/contents perceived as being appro- priate for Slightly younger and much younger students may have appeared to have been aimed at developmental stages below the Sixth graders; consequently, the sixth graders were not interested in these books. These books may have subconsciously suggested or reminded the students of books which they may have used during remedial reading classes. 91. Do the books possess subjects/contents con- sidered appropriate for sixth graders? The mean score for the appropriateness of the subjects/ contents of selected but unfinished books was 2.7. This indicated that the students perceived the books' subjects/contents as being appropriate for students of about the sixth grade. Because this item did not discriminate among book selection categories, the subjects/contents may have been perceived in a similar way, regardless of book selection category. Therefore, the book selection categories may not have exerted any measurable influence on students' perceptions of books' subjects/contents. h. 00 the titles, covers, or book jackets influence selection? The mean score of the influence of books' titles, covers, or jackets on the selected but unfinished books was 3.4. This indicated that the books' titles, covers, or jackets had some influence, but were not the main reason for initial book selection. 195 Because this item did not discriminate among the book selection categories, the influence of the title, cover, and book jacket may have had similar influence regardless of book selection category. i. 00 the books possess Similar format characteristics (style of illustration, amount of illustration, Size of type, length)? Whole Group Results The characteristic of style of illustration indicated that books containing photographs were most frequently selected but not finished (61.9%). This format characteristic was statistically significant. The characteristic of amount of illustration indicated that sparsely illustrated and unillustrated books were more frequently selected but unfinished (57.1%) than picture books and profusely illustrated books (42.9%). This format characteristic was statis- tically Significant. The characteristic of type size indicated that slightly more books containing the smallest Size type (.09-.12 inches) were selected but unfinished (46.4%), followed by books containing the average sized type (.13-.15 inches) (39.3%). However, this format characteristic was statistically insignificant. The characteristic of book length indicated that approxi- mately equal numbers of books less than one hundred pages (53.6%) and equal numbers of books over one hundred pages were selected but 196 not finished (46.3%). This format characteristic was statistically significant. It appears that books which were unillustrated or sparsely illustrated may have discouraged students from finishing the books. Too many words on a page with few or no breaks for illustrations may have overwhelmed these students; that is, instead of feeling confident that they could be successful with the books, the stu- dents may have become discouraged. Reading may have become the work that they often expected it to be. The small type also may have discouraged some of the reluctant, remedial readers. ‘Thissnmll type may have made books containing it look like more work and, therefore, take longer periods of time to read. Also, previous reading instruction may have used larger type materials; consequently, the students may not have had opportunities to read many materials with small type. The most frequent illustrative style for both selected but unfinished books and selected and finished books was photographs. The students within this sample (especially the boys) were attracted to books containing photographs. However, the fact that photo- graphs illustrated the books did not ensure that the books would be automatically finished. Book length did not appear to be an influential factor when students made decisions to leave books unfinished. The other fac- tors appeared to exert more influence on decisions to stop reading books. 197 Boys' Results The characteristic of style of illustration indicated boys more frequently selected but did not finish profusely illustrated books and picture books (63.7%) than Sparsely illustrated and unillustrated books (36.4%). This format characteristic was statistically significant for boys. The characteristic of Size of type indicated boys most frequently selected but did not finish books containing the smallest Size type (.09-.12 inches) (54.5%). However, type Size was statis- tically Significant for boys. The characteristic of book length indicated boys more fre- quently selected but did not finish books less than one hundred pages (63.7%) than those over one hundred pages (36.4% . This format characteristic was statistically significant for boys. The characteristics of amount of illustration, book length, and illustrative style for selected but unfinished books was Simi- lar to the characteristics of boys' selected and finished books. This Similarity may have occurred because boys automatically excluded books containing some format characteristics from selec- tion consideration; therefore, the selected but unfinished books contained characteristics Similar to the selected and finished books. Interview results indicated that the students tended to infer difficulty levels from the Size of type; consequently, Stu- dents may have inferred that the books with small type Size were too difficult f0r' them. The boys may also have believed that books 198 containing small type would have more words and take longer to read. Consequently, boys may have decided to stop reading the books believ- ing that they would not have successful or satisfying experiences with books containing small type. Girls' Results The characteristic of style of illustration indicated girls selected but did not finish books containing photographs (45.5%). However, this format characteristic was statistically insignificant for girls. The characteristic of amount of illustration indicated girls more frequently selected but did not finish books which were sparsely illustrated or unillustrated (70. %) than those which were more profusely illustrated or picture books (29.4%). However, girls were more willing to initially select unillustrated books (six books) than boys were (one book). This format characteristic of amount of illustration was statistically significant for girls. The characteristic of size of type indicated girls selected but did not finish approximately the same number of books con- taining the smallest size type (.09-.12 inches) and medium Size type (.l3-.15 inches) (41.2%, 47.1% respectively). However, type Size was statistically insignificant for girls. The characteristic of book length indicated girls selected but did not finish approximately equal numbers of books less than one hundred pages (47%) and those over one hundred pages (53%). However, girls initially selected more books over 176 pages (six 199 selection decisions) than boys (zero selection decisions). However, this format characteristic of book length was statistically insig- nificant for girls. Books which contained photographs did not appear to appeal to the girls. It is difficult to determine if the lack of appeal was result of the illustrative style or result cfl’ an interaction with other format and content characteristics. For example, girls also selected but did not finish more books of nonfiction which often were illustrated with photographs. Because girls left approximately equal numbers of books with small (.09-.12 inches) and medium (.13-.15 inches) sized type unfinished, the characteristic of type Size did not appear to be an important factor influencing girls' decisions to leave books unfinished. The two remaining format characteristics of book length and amount of illustration also appear to indicate that girls may have been less influenced by format characteristics during initial book selection than boys were. That is, girls were willing to attempt to read unillustrated books as well as books over 176 pages. Boys more frequently excluded books containing these characteristics from selection consideration. It appeared that girls may have been less influenced by format characteristics than boys were; girls' interest in the books may have overridden the format characteristics. Boys, on the other hand, appeared to initially select books which first fulfilled their Specific format criteria; then, secondly, fulfilled their personal (reading) interests. Although the girls 200 were willing to initially select books over 176 pages and unillus- trated books, it should be noted that they did not finish them. These format characteristics may have influenced the girls' decisions to stop reading the books. Another possible reason for the girls' willingness to select longer books and unillustrated books may have been that they were trying to impress the female researcher with their book choices. j. 00 the books represent similar genres and topics? Whole Group Results The characteristic of genre/topic classifications indicated equal numbers of books from the genre/topic classifications of fantasy/ science fiction, contemporary fiction and occult/crime were selected but not finished. However, this content characteristic was statistically insignificant. Because books were selected but unfinished from each of the eight genre/topic classifications, including the greatest numbers from the three classifications mentioned above, it appears that personal likes/dislikes and reading interests may have influenced decisions to stop reading books. Further, these decisions may have been further influenced by various format characteristics interact- ing with the genre and topic classifications. Boys' Results The characteristic of genre/topic classifications indicated boys selected but did not finish more books within the classifica- 201 tion of occult/crime (36.4%). This content characteristic was statistically significant for boys. Possible content characteristics present within this classification of books may have interacted with the likes/dislikes and reading interests of the boys to influence their decisions to stop reading the books. Various format characteristics of the book may also have influenced decisions. These books were often divided into chapters, with each chapter relating one separate occult story. Some boys may have read only the stories which interested them, thereby omitting the others. Girls' Results The characteristic of genre/topic classifications indicated girls selected but did not finish books within the classifications of contemporary fiction (29.4%) and mystery/adventure (23.5%). This content characteristic was statistically Significant for girls. Contemporary fiction and mystery/adventure were the classi- fications most frequently selected but unfinished as well as selected and finished by girls. Because the girls tended to have a narrower range of reading interests than did the boys, their initial book selection choices were most frequently within these two classifica- tions. Consequently, the books left unfinished most frequently also occurred within these classifications. Personal likes/dislikes of literary elements within the specific books may have been responsible for decisions or may have 202 interacted with various format characteristics which influenced decisions to stop reading the books. k. 00 the books represent fiction or nonfiction? Whole Group Results This characteristic indicated more fiction was selected but unfinished (57%) than nonfiction (43%). However, this content characteristic was statistically insignificant. This content characteristic resembled the selected and finished category. These students as a group appeared to be more attracted to fiction; however, the fact that the books were fiction did not automatically ensure that the books would be finished. Boys' Results The characteristic of fiction/nonfiction classification indicated boys selected but did not finish more nonfiction (72. %) than fiction (27.3%). However, this content characteristic was statistically insignificant. Boys also selected and finished more nonfiction than fiction. However, the fact that the books were nonfiction did not automatically ensure that the books would be completed. Other combinations of interacting variables may have influenced decisions to stop reading these nonfiction books. Girls' Results The characteristic of fiction/nonfiction classifications indicated girls selected but did not finish more fiction (76.4%) 203 than nonfiction (23.5%). This content characteristic was statisti- cally Significant for girls. Girls also selected and finished more fiction than nonfiction. However, the fact that the books were fiction did not ensure that the books would be automatically finished. Other factors, including format characteristics, personal likes/dislikes of literary elements and personal reading interests may have influenced the girls' decisions to stop reading the books. 3. Do the high interest, low vocabulary trade books rejected by reluctant, remedial readers have Similar characteris- tics regarding difficulty level, content, and format? a. What is the difficulty level? The mean difficulty level of the rejected books was 4.9. The difficulty levels ranged from second through seventh grade. This was the highest mean difficulty level of the three book selection categories. Actual book difficulty levels were determined by the four sources used to select the high interest, low vocabulary trade books, including Booklist, Top of the News, Good Reading for Poor 132,133,134,135 Readers, and Gateways to Readable Books. It appears that high difficulty levels is an influential factor for students' rejection of books. Reluctant, remedial students appeared to actively avoid books which had higher difficulty levels. 132Go1dberger, Duree, op. cit., September 15, 1975 ff. 133YASD High Interest/Low-Literary Level Materials Evalua- tion Committee, op. cit., p. 197-201. '34Spache, op. cit., p. 41 ff. '35Nithrow, op. cit., p. 27 ff. 204 6. Does a relationship exist between the students' reading levels and the books' difficulty levels? The data results appeared to support that a relationship did exist. Equal numbers of rejected books were above and below students' reading levels (42.9%) while fewer books had difficulty levels within the students' reading levels (14.3%). It appears there were several major reasons for students' book rejection. First, the books' difficulty levels were too high. Second, students were not interested in the subjects/contents of the books and, third, students were not attracted to various format characteristics present within the books. Books may have been rejected because they possessed one or a combination of the factors which may have represented a threat to the students' beliefs of potential success with the books. c. Does a relationship exist between students' percep- tions of the difficulty levels of the books and the books' difficulty levels? The data results appeared to support that a relationship did exist. Unlike the other two book selection categories, the students' perceptions of difficulty levels were about equally divided. Students overestimated 31% of the books, underestimated 34% of the books, and accurately perceived the difficulty levels of 34% of the books in relation to their own reading levels. These books were only skimmed or quickly glanced at; stu- dents did not read them. Therefore, it appears that students must have relied largely on format characteristics as guides to infer difficulty levels. 205 For the rejected books, the students did not have a tendency to overestimate difficulty levels as they did for selected and finished books or underestimate difficulty levels as they did for the selected but unfinished books. Two reasons may have accounted for this. First, the interaction of the reader with the books may have created a bias or a mind set toward the finished and unfinished books. In other words, the readers became less objective after interacting with the books for periods of time. Consequently, students may have automatically believed or assumed that all books they finished had reading levels "just right" for them. Similarly, they may have also automatically believed that all books they did not finish were too difficult for them. Second, by the very nature of the rejected books, the books allowed the students' self-concepts to be less involved. The rejected books did not require the students to make commitments to attempt to read the books. Similarly, the books did not require the students to actually bring their reading abilities (or deficien- cies) to the situations. Consequently, students may have been able to be somewhat more objective when attempting to infer the difficulty levels Since they knew their reading abilities would not be involved. d. Are the books' appearances considered appropriate for sixth graders? The mean score for the rejected books' appearances was 2.6. This indicated that the students perceived that these books' appear- ances were appropriate to students of about the sixth grade. 206 Because this item did not discriminate among the three book selection categories, the books' appearances were perceived as being similar, regardless of the category. Therefore, the book selection categories did not exert any measurable influence on students' perceptions of books' appearances. e. 00 the books possess subjects/contents considered appropriate for Sixth graders? The mean score for the appropriateness of the subjects/ contents of the rejected books was 2.6. This indicated that the students perceived these books' subjects/contents as being appro- priate for students of about the sixth grade level. Because this item did not discriminate among book selection categories, the subjects/contents may have been perceived in a similar way, regardless of book selection category. Therefore, the book selection categories did not exert any measurable influence on students' perceptions of the appropriateness of subjects/contents. f. 00 the titles, covers or book jackets influence book selection? The mean score of the influence of the books' titles, covers, or jackets on rejection was 3.4. This indicated that the titles, covers, or jackets had some influence but were not one of the main reasons. Because this item did not discriminate among the book selec- tion categories, the influence of the title, cover, book jacket may have had similar influence, regardless of category. 9. Do the books possess Similar format characteristics (style of illustration, amount of illustration, size of type, length)? 207 Whole Group Results The characteristic of Style of illustration indicated that more books containing photographs were rejected (42.3%), followed closely by expressionistic illustrations (34. %). This format characteristic was statistically significant. The characteristic of amount of illustration indicated that sparsely illustrated and unillustrated books were more frequently rejected (62.8%) than were profusely illustrated or picture books (37. %). This format characteristic was statistically Significant. The characteristic of size of type indicated rejected books most frequently contained the smallest Size type (.09-.12 inches). However, this format characteristic was statistically insignificant. The characteristic of book length indicated that approximately equal numbers of books less than one hundred pages and over one hundred pages were rejected (51.4%, 48.6%, respectively). However, the category of books over 176 pages contained the most rejected books of all the book length categories (37.1%). This format charac- teristic of book length was statistically significant. Rejection of books containing photographs may be the result of reasons other than dislike of photographs. First, many of the books were rejected because of dislike of the books' subjects/contents; these books also happened to have photographs. Second, over half of the books rejected were nonfiction, many of which contained photo— graphs. Because photographs were represented most frequently within each of the three book selection categories, it is difficult to 208 determine the appeal or lack of appeal of photographs to these students. Two reasons may explain why photos were most frequently chosen within each book selection category. First, it may have been that the style of illustration was of minor importance; instead the amount of illustration was more of an influential factor for reluctant, remedial sixth graders' book selection or rejection. Second, books with photographs may have had other characteristics associated with them—-difficulty levels, differing amounts of interest, other format and content characteristics--which were more influential factors for selection or rejection than the illustrative style of photographs. The characteristics of amount of illustration, small type Size (.09-.12 inches), and books over 176 pages appear to indicate that students rejected books on the basis of these format character- istics which may have threatened the students' beliefs of potential success with the books. These students, as a group, used these characteristics as criterion to exclude books from selection consideration. Boys' Results The characteristic of style of illustration indicated that boys rejected more books containing expressionistic illustrations (42.9%), followed closely by books containing photographs (37. %). This format characteristic was statistically significant for boys. The characteristic of amount of illustration indicated boys more frequently rejected sparsely illustrated and unillustrated 209 books (70%) than profusely illustrated and picture books (3 %). This format characteristic was statistically significant for boys. The characteristic of size of type indicated boys rejected more books containing the smallest Sized type (.09-.12 inches) (45%). However, this format characteristic was statistically insignificant for boys. The characteristic of book length indicated boys rejected equal numbers of books less than one hundred pages and over one hundred pages. However, boys rejected the most books within the book length category of over 176 pages (40%). This format character— istic of book length was statistically significant for boys. Boys rejected books which contained format characteristics which may have influenced the boys' beliefs that they would have unsuccessful reading experiences with these books. Books containing expressionistic illustrations may have been rejected because of the unrealistic components of the illustrations. During the interviews, students mentioned dislike of unrealistic use of colors. Components such as this of the expressionistic style, as well as others not verbalized, may have been noticed and of more concern to boys than girls. Girls' Results The characteristic of style of illustration indicated girls most frequently rejected books containing photographs (50%). However, this format characteristic was statistically insignificant for girls. 210 The characteristic of amount of illustration indicated girls rejected approximately equal numbers of profusely illustrated and picture books (46.7%) and sparsely illustrated and unillustrated books (53.3%). This format characteristic was statistically signi- ficant for girls. The characteristic of Size of type indicated girls most frequently rejected books containing the smallest sized type (.09- .12 inches) (66.7%). However, this format characteristic was statistically insignificant for girls. The characteristic of book length indicated girls rejected approximately equal numbers of books that were less than one hundred pages (53.4%) and over one hundred pages (46.7%). The book length category of over 176 pages had the most books rejected within it (53.3%). However, this format characteristic of book length was statistically insignificant for girls. More books containing photographs were rejected by girls; perhaps, because the girls tended to reject nonfiction books. Photographs were frequently used to illustrate nonfiction; conse- quently, the two variables may have interacted. Girls may have believed that they would not have had a successful reading experience with books containing the smallest sized type. Both format characteristics appeared to indicate that girls seemed to be less concerned with book length and amount of illus- trations than boys were. A dislike of the books' subjects/contents 211 (lack of interest for) may have been more of an influential factor for the girls' book rejection than these format characteristics. h. 00 the books represent Similar genres and topics? Whole Group Results This characteristic indicated that rejected books were most frequently modern biography (22.9%). However, this content charac- teristic was statistically insignificant. The students appeared to be least interested in modern biographies which included Sports stars, entertainment and political personalities. Rejection appeared to be caused by dislike of the personality, what the personality did (tennis, racing) or unfami- liarity with the personality. Perhaps, the results would have been different if the biographies had been about famous historical persons and heroes. Boys' Results The characteristic of genre/topic classification indicated boys rejected the most books within the classification of modern biography (30%). This content characteristic was statistically significant. Boys appeared to least prefer modern biographies. The biographical personalities of the high interest, low vocabulary books used for this study may not have matched the boys' interests. The results may have been different if the boys had been able to indicate a "favorite person" and books were brought in to match their stated preferences. 212 Girls' Results The Characteristic of genre/topic classification indicated girls rejected more books about transportation (26.7%), closely followed by books about sports (20%). This content characteristic was statistically significant. Girls appeared to be uninterested in books' genre/topic classifications which appeared to be male associated. i. 00 the books represent fiction or nonfiction? Whole Group Results The characteristic of fiction/nonfiction classification indicated that more nonfiction was rejected (57.1%) than fiction (42.9%). However, this content characteristic was statistically insignificant. Nonfiction may have represented genre/topic classifications which appeared to be less interesting to the readers. Students were able to identify the subjects/contents from the nonfiction titles or covers immediately and often knew if they were interested in selecting or rejecting the books. On the other hand, fictional books may have had titles or covers which did not always indicate the specificity of the subjects/contents, plots, characterizations, or settings. Consequently, students may not have automatically rejected these books as often as they did the nonfiction books. Boys' Results The characteristic of fiction/nonfiction classification indicated boys rejected slightly more fiction (55%) than nonfiction 213 (45%). However, this content characteristic was statistically insignificant for boys. Boys may have rejected fiction because of various format characteristics such as book length, amount of illustration or type Size, rather than characteristics associated with fiction. Girls' Results The characteristic of fiction/nonfiction classification indicated girls rejected more nonfiction (73.3%) than fiction (26. %). This content characteristic was statistically significant for girls. Girls may have rejected nonfiction because many of the genre/topic classifications appeared to be male associated, and were believed not to be of much interest to the girls. Conclusions Selected and Finished Books It appears that Specific factors of difficulty levels, interest, format and content characteristics of high interest, low vocabulary trade books motivate reluctant, remedial Sixth grade readers to initially select and encourage readers to sustain enough interest to eventually finish the books. Ease of difficulty levels appears to be one of the most influential factors which motivate book selection and completion. The selected and finished books had the lowest mean difficulty level of the three book categories and were overwhelmingly below the students' reading levels. 214 High amounts of interest appear 1x1 motivate the students to also select and finish books. The selected and finished books had higher interest scores than the selected but unfinished books. The highest interest scores of the selected and finished books were assigned to the books which the sixth graders perceived aS having appearances appropriate for Slightly older students and to those books whose subjects/contents were perceived as also being appropriate to Slightly older students. Books having appearances and subjects/contents perceived as being appropriate for sixth grade students also received relatively high mean interest scores. Difficulty levels which were perceived to be slightly harder than the students' reading levels, within the students' reading levels or those Slightly below the reading levels also appeared to influence students' decisions to finish books. Although students could not accurately infer the books' difficulty levels in relation to their own reading levels, the students tended to overestimate the difficulty levels for selected and finished books. Students may have felt a need to protect their self-concepts by refusing to admit that the books were too easy for them. Format characteristics appeared to be important predictors of book selection and subsequent completion. The entire group most frequently selected and finished books which were profusely illus- trated or picture books and were less than one hundred pages. The characteristics of amount of illustration and book length were statistically significant. Other format characteristics, although 215 statistically insignificant, indicated selected and finished books most frequently contained medium sized type (.l3-.15 inches) and photographs. For this sample of reluctant, remedial readers, the format characteristic of illustrative style did not appear to be as influential a factor as the amount of illustration within the books. Content characteristics of genre/topic classifications and fiction/nonfiction classifications for the whole group did not appear to be as important a characteristic as were the other three characteristics of difficulty level, interest and format character- istics. This group of reluctant, remedial readers selected and finished books which reflected a diversity of reading interests of the different genres and topics as well as fiction and nonfiction. However, both of these content characteristics were statistically insignificant. Comparison of format characteristics between boys and girls indicated that similar characteristics motivated both boys and girls to initially select books and read them to completion. Statistically significant format characteristics of selected and finished books for boys indicated books were profusely illustrated or picture books, less than one hundred pages, and contained photographs. Although statistically insignificant, books contained medium Sized type (.l3-.15 inches). Similarly, amount of illustration which was statistically significant for girls, indicated their selected and finished books were profusely illustrated or picture books. Although statistically insignificant, girls selected and finished books which were less than one hundred pages, contained representational 216 illustrations and medium sized type (.l3-.15 inches). Both boys and girls appeared to select books which contained format charac- teristics which suggested to them that they would have successful reading experiences with the books. The content characteristics of topic/genre and fiction/ nonfiction classifications indicated greater differences between boys and girls. The two groups' reading interests also became narrower and more Specific, especially the girls. Girls selected and finished the most books within the mystery/adventure and contemporary fiction classifications, and within the fiction classification. Girls did not select and finish any books within the sports and occult/crime classifications, which they may have associated with male interests. On the other hand, boys selected and finished the most books within the transportation and mystery/ adventure classifications, and the nonfiction classification. Boys appeared to have wider reading interests than the girls did. Selected But Unfinished Books Many of the characteristics of the selected but unfinished books tended to support the motivational characteristics of the selected and finished books. Consequently, these selected but unfinished books appeared to possess some characteristics which may have hindered students from having successful and satisfying reading experiences. The mean difficulty level of selected but unfinished books was higher than for selected and finished books. More of the selected but unfinished books had difficulty levels above the 217 students' reading levels. Consequently, higher difficulty levels appears to have influenced decisions to stop reading some of the books. These books were also less interesting to their readers as indicated by a lower mean interest score; this may also have influenced decisions to leave some books unfinished. However, it was noted that the amount of selected but unfinished books com- pleted increased as the amount of interest for the books also increased. The format characteristics of amount of illustration and type size appear"u) have influenced the entire groups' decisions to stop reading the books while illustrative style and book length appeared to exert little influence. The characteristic of amount of illustration, which was statistically significant, indicated books which were sparsely illustrated or unillustrated were more frequently selected but unfinished. Although type size was statis- tically insignificant, students did not finish books containing the smallest type size (.09-.12 inches). Several of the format and content characteristics as well as student perceptions did not appear to influence decisions to leave books unfinished. Books with photographs were most frequently selected but unfinished; photographs appeared to exert little influence on students' decisions to leave books unfinished. Amount of illustra- tion appears to have been a more influential characteristic than style of illustration. Similarly, book length appears to have exerted little influence on decisions; approximately equal numbers 218 of books less than one hundred pages and over one hundred pages were selected but unfinished. Within the characteristic of genre/topic classifications, equal numbers of books of fantasy/science fiction, contemporary fiction, occult/crime were left unfinished. However, this content characteristic was statistically insignificant. Because more books within each topic/genre classification were also finished, other factors such as personal likes/dislikes and reading interests may have influenced the decisions to stop reading the books. Further, these decisions may have been also influenced by various format characteristics interacting with the genre and topic classifications. The highest mean interest scores were assigned to the selected but unfinished books having appearances appropriate to sixth graders and whose subjects/contents were also appropriate to sixth graders. The selected but unfinished books which were perceived to have difficulty levels within the students' reading levels received the highest mean interest score. Although the students could not accurately infer the books' difficulty levels in relation to their own reading levels, the students tended to underestimate the difficulty levels for the selected but unfinished books. The students may have felt a need to protect their self- concepts by refusing to admit that the books were too hard for them. These factors, in themselves, did not appear to influence reluc- tant, remedial readers' decisions to stop reading the books. 219 When the format characteristics which appeared to influence girls' and boys' decisions to stop reading books were examined, differences were noted. The patterns of books selected but unfinished by girls closely resembled the characteristics of the entire group, with the exception of type size. The amount of illus- tration, which was the only format characteristic statistically significant for girls, indicated girls more frequently selected but did not finish Sparsely illustrated and unillustrated books. Girls also selected but did not finish books containing photographs (if illustrated) and approximately equal numbers of books less than and over one hundred pages; however, both illustrative style and book length were statistically insignificant for girls. The results of the characteristic of type size differed slightly from the results of the entire group which did not finish books con- taining the smallest sized type (.09-.12 inches); girls selected but did not finish approximately the same number of books containing the smallest sized type (.09-.12 inches) and medium sized type (.l3-.15 inches). The patterns of the girls' selected but unfinished books appeared to indicate girls were more willing to attempt books containing longer lengths and no illustrations than boys were. Con- sequently, girls may have been less influenced by format charac- teristics for initial selection of books; however, after attempting to read them, eventually became discouraged and decided to leave them unfinished. lagn_._‘_ .11 mm? '— 220 For boys, in contrast, the three statistically Significant characteristics of amount of illustration, book length and style of illustration were similar for both boys' selected but unfinished books as well as their selected and finished books. Boys appeared to select books according to a somewhat narrow set of format criteria--books which were profusely illustrated or picture books, less than one hundred pages and had photographs. Books containing other format characteristics were often automatically excluded from selection consideration. The only format characteristic that differed was type size, which indicated that small type size (.09- .12 inches) appeared to influence boys' decisions to stop reading the books; however, type size was statistically insignificant. When the content characteristic of genre/topic classifi- cations was analyzed by sex, boyS more frequently selected but did not finish books of the occult/crime classification while girls more frequently selected but did not finish contemporary fiction and mystery/adventure classifications. Genre/topic classifications were statistically significant for both boys and girls. Because books from each of the classifications were also selected and finished, decisions to leave the books unfinished may have been influenced by personal likes/dislikes of literary elements present within the specific books or by various format characteristics rather than solely the result of the genres or topics. The content characteristic of fiction/nonfiction classifi- cation did not appear to influence decisions of either boys and girls to stop reading books. Boys selected but did not finish 221 more nonfiction while girls selected but did not finish more fiction. Both of these patterns were similar to those noted in the selected and finished books. Fiction/nonfiction classifications were statistically significant for both boys and girls. Rejected Books Rejected books appeared to possess specific features of difficulty, content and format characteristics which definitely did not appeal to reluctant, remedial readers and appeared to motivate the students to actively avoid books containing these features. Rejected books had the highest mean difficulty levels of the three book selection categories. Equal numbers of rejected books were above and below the students' reading levels. It appeared that the students' main reasons for rejecting books was because of high difficulty levels and/or like/dislike of the books' subjects/contents. Students equally overestimated, underestimated, and accurately perceived books' difficulty levels in relation to their reading levels. Format characteristics also appeared to be important pre- dictors of books being rejected. The characteristics of rejected books by the whole group indicated that the reluctant, remedial readers most frequently rejected Sparsely illustrated and unillus- trated books, books containing photographs (if illustrated) and books longer than 176 pages. These characteristics were each statistically significant. The students also rejected books most 222 frequently containing the smallest sized type (.09-.12 inches), although this format characteristic was statistically insignificant. It appeared that the amount of illustration was again more influ- ential a factor than the style of illustration. Within the genre/topic classifications, the whole group rejected more modern biographies, although this content character- istic was statistically insignificant. While within the fiction/nonfiction classification, the group rejected more fiction than nonfiction; however, this content characteristic was statistically insignificant. This latter content characteristic did not appear to be a major reason for rejection. Other factors such as difficulty level, genre/topic classifications, and/or various format characteristics appeared to exert more influ- ence on rejection. The format and content characteristics of boys' and girls' rejected books indicated similar characteristics are disliked by both groups and both groups actively avoid books containing these characteristics. Boys most frequently rejected sparsely illustrated and unillustrated books, slightly more books containing abstract illus- trations (if illustrated), and books longer than 176 pages. Each of these format characteristics was statistically significant for boys. Boys also rejected more books containing the smallest type size (.09-.12 inches); however, this characteristic was statis- tically insignificant. 223 Girls also rejected more sparsely illustrated or unillus- trated books; this characteristic was statistically significant for girls. Other characteristics present in girls' rejected books included photographs (if the books were illustrated), the smallest type size (.09-.12 inches) and books of over 176 pages; however, each of these format characteristics was statistically insignifi- cant for girls. The content characteristics of genre/topic and fiction/ nonfiction classifications also indicated differences between boys and girls. Boys rejected more modern biographies while girls rejected more transportation and Sports books. Girls may have associated these topics with males. This content characteristic was statistically significant for both boys and girls. Boys rejected Slightly more fiction while girls overwhelmingly rejected more nonfiction. These content characteristics were statistically Significant for both boys and girls. In summary, specific characteristics regarding difficulty levels, interest, content and format characteristics appear to motivate reluctant, remedial sixth grade readers to initially select books and sustain enough interest to complete them. In contrast, other characteristics appear to influence students' decisions to stop reading books or to actively avoid selecting certain books. 224 Implications for Teachers, Librarians, and Publishers As a result of this study, teachers should be aware of the following about high interest, low vocabulary trade books in relation to Sixth grade reluctant, remedial readers: 1. Teachers Should know students' personal interests and reading interests. This information can be gathered by questionnaires, interviews, and/or observations. Teachers should know the reading levels of students within their classrooms. These reading levels can be determined by informal or formal devices. A wide range of difficulty levels should be present within the high interest, low vocabulary trade books utilized within the classroom to ensure that some books will be below and within each student's reading level. Teachers should be familiar with the format characteristics which appear to encourage successful reading experiences for sixth grade reluctant, remedial readers. These include pro- fusely illustrated or picture books, books less than one hundred pages, and books containing medium sized type (.13-.15 inches). Photographs are acceptable as an illustrative style, especially for boys. High interest, low vocabulary trade books' ”total“ appearances should look appropriate for sixth graders and slightly older students. 0‘.—-I - Ii' 10. 225 High interest, low vocabulary trade books' subjects/contents Should be appropriate for sixth graders or slightly older students' developmental needs. High interest, low vocabulary trade books should include a wide variety of genre/topic classifications as well as fiction/ nonfiction classifications to match the wide variety of stu- dents' personal interests and reading interests. Teachers should not accept the status quo book selection of reluctant, remedial readers indefinitely. That is, the students' present preferences for various format characteristics Should be viewed as starting points. Reluctant, remedial readers need to learn that they can also have successful read- ing experiences with books which have characteristics that they do not usually select on their own, such as books with no illustrations, small type Size, or longer than one hundred pages. Reluctant, remedial students need to become aware of artistic styles and their various components. This is especially important since art is frequently being cut from school curricu- lums. Units about illustrative styles and artists should become part of reading classes' curriculum to encourage aesthetic experiences and art awareness. High interest, low vocabulary trade books may be used for application of word recognition skills or comprehension skills. Use of materials which are of greater interest may produce more effective skill application than use of materials which are of little interest to the students. 5. x. . _ . _ . - . 'JJ>!.' II- 11. 12. 13. 226 Teachers should give the reluctant, remedial readers regularly Scheduled reading periods to enable the readers to become involved in reading books. Reading should be encouraged by actual reading. Reading should be as satisfying and successful an experience as possible for reluctant, remedial readers. Teachers should be constantly searching for high quality, high interest, low vocabulary trade books. Because students are poor readers is no excuse to only offer books of poor quality. The high interest, low vocabulary trade books Should contain Characteristics of high quality literature such as well delineated characterizations and settings, structured plots, uplifting, flowing writing styles and esthetic and well done illustrations. Teachers should be aware of students' needs and interests at various developmental stages, and attempt to make books available to students at the appropriate stages. AS the result of this study, librarians should be aware of the following about high interest, low vocabulary trade books in relation to sixth grade reluctant, remedial readers: 1. Librarians should order high interest, low vocabulary trade books with a range of difficulty levels, interest levels, and a variety of genres and topics, fiction and nonfiction, and format characteristics to meet the current needs and future needs of reluctant, remedial readers. Librarians should have knowledge of students' reading levels, reading interests and personal interests. - _..'. 1..-“..39 .-——._ 227 Librarians Should be familiar with the format characteristics which appear to encourage successful reading experiences for Sixth grade reluctant, remedial readers. These include pro- fusely illustrated or picture books, books less than one hundred pages, and books containing medium sized type (.13-.15 inches). Photographs are acceptable as an illustrative style, especially for boys. Librarians Should order trade books whose "total” appearances look appropriate for sixth graders and slightly older students. High interest, low vocabulary trade books ordered Should have subjects/contents appropriate for the developmental stages of sixth graders and Slightly older students. Librarians Should offer extended uninterrupted periods of reading time to encourage reluctant, remedial readers to select and become involved in reading books. Reading should be en- couraged by actual reading. To prevent the lowering of reluctant, remedial readers' self- concepts and to prevent stigmas being associated with high interest, low vocabulary trade books, these books should be shelved among the other books. Other students would have equal opportunities to select the books which, consequently, might increase circulation and status of some of the high interest, low vocabulary trade books. Librarians should have a list of high interest, low vocabulary trade books for reluctant, remedial readers' reference if the readers desire assistance. Some inconspicuous code may also 10. 11. 228 identify these books to enable reluctant, remedial students to locate the books. Implementation of suggestions such as these may make the library a less overpowering and fearful place for reluctant, remedial readers. Library displays should routinely present high interest, low vocabulary trade books with non-high interest, low vocabulary trade books denoting specific topics, reading interests, and/or concerns. Librarians should be aware and constantly searching for high quality, high interest, low vocabulary trade books to include in library collections. Books of high quality should contain well delineated characterizations and settings, structured plots, uplifting and flowing writing styles in addition to esthetic and well done illustrations. Publications such as Booklist and Top of the News can inform librarians of the latest high interest, low vocabulary trade books. Librarians Should not accept the status quo book selection of reluctant, remedial readers indefinitely; that is, the students' present preferences for various format characteristics should be viewed as starting points. Reluctant, remedial readers need to learn that they can also have successful reading experiences with books which have characteristics which they do not usually select on their own such as books with no illustrations, small type size, or longer than one hundred pages. 12. 229 Librarians should be aware of students' needs and interests at various developmental stages, and attempt to make books availa- ble to students at the appropriate stages. As the result of this study, publishers should be aware of the following about high interest, low vocabulary trade books in relation to Sixth grade reluctant, remedial readers: 1. Reluctant, remedial readers need high interest, low vocabulary trade books which contain a range of difficulty levels, interest levels, genres and topics, and various format characteristics to meet their current and future needs. The status quo of the publication of many of the high interest, low vocabulary trade books is currently unacceptable. Because students are poor readers is no excuse to give them poor quality books. Consequently, editors Should encourage manu- scripts of higher literary quality. The illustrations within high interest, low vocabulary trade books also should have standards applied to them. These students need to experience esthetic illustrations rather than only those possessing low standards. The same standards for quality which are applied to other children's books should be applied for high interest, low vocabulary trade books. Publishers Should be familiar with the format characteristics which appear to encourage successful reading experiences for Sixth grade reluctant, remedial readers. These include profusely illustrated or picture books, books less than one hundred pages, and books containing medium size type (.13-.15 230 inches). Photographs are acceptable aS an illustrative style, especially for boys. 4. The high interest, low vocabulary books' "total” appearances Should look appropriate for Sixth graders and slightly older students. This includes such format items as book size, type size, implied sophistication of illustrations, amount of print on a page, and chapter lengths. 5. The high interest, low vocabulary trade books' subjects/contents should be appropriate for sixth graders and slightly older students' developmental stages. Suggestions for Changes Witfiin ThTS Research Study If this study was to be repeated, the following changes should be considered to improve the design. A readability formula such as the Fry or Spache readability formula should have been used by the researcher to validate the book difficulty levels presented by the four sources of the high interest, low vocabulary trade books. If this had been done, the books would have possessed a common determination of the book difficulty levels. The researcher should have given a standardized reading test to the students to confirm the test results of the California Achieve- ment, Form 16C. Some students may have tested below or above their actual reading levels on the testing day for any number of reasons. If the reading scores for any student had greatly differed between the two standardized tests, a mean score could have been computed or the student could have been retested. 231 The categorization of books into the illustrative styles of photographs, representational and expressionistic styles should have been verified by another person. The study should have used a larger sample size, randomly selected, to determine if similar factors of high interest, low vocabulary trade books appeal or do not appeal to greater numbers of reluctant, remedial readers. The study should have occurred earlier in the School year rather than near the end of the year. The students may have been tired of school and school-associated subjects by the end of the school year. More high interest, low vocabulary trade books should have been available from which to select as well as the research pro- ject being extended for a longer period of time. If these changes had occurred, the students might have selected books containing different characteristics than those which resulted in this study. It is recommended if the study was repeated that the high interest, low vocabulary trade books be selected from only one source (for example, Booklist) for inclusion in the Study. There- fore, the various criteria used for inclusion, such as difficulty levels and ranges of interest levels, would be more consistent from book to book. Recommendations for Further Research Various Replications of the Study It is recommended that this research be replicated to support or refute this study's findings. 232 Research is needed to study the high interest, low vocabulary trade book selection of reluctant, remedial high school students to determine which characteristics appeal or do not appeal to these students. Similarly, research iS needed to study the book selection of elementary aged reluctant, remedial readers to beginning-to-read or easy-to-read trade books to determine which characteristics appeal or do not appeal to these students. The data of a similar study should be analyzed by a log- linear analysis of nominal or ordinal qualitative data by the method of maximum likelihood (Multiqual) to determine which characteristic or combination of characteristics of various format, content, interest and difficulty level factors most greatly influence the selection, completion, and rejection of high interest, low vocabulary trade books. A study is needed to determine the similarities and differ- ences of the influence of interest and difficulty levels on the high interest, low vocabulary on boys'and girls' trade book selection. A study is needed to investigate high interest, low vocabulary trade book selection of reluctant, remedial readers from various geographic areas, such as inner cities and suburban areas, to determine the similarities and differences of the factors which appeal or do not appeal to readers from different locations. Burs-.— 233 Teacher Effectiveness (Improvement of Reading and/or Skills) A study is needed to determine if the use of high interest, low vocabulary trade books in individualized reading situations can improve reluctant, remedial readers' comprehension skills. A study is needed to compare the effect of using student- selected, high interest, low vocabulary trade books to the effect of using basal textbooks, either teacher assigned or student-selected, for transference and retention of newly acquired word recognition skills. A study is needed to determine how high interest, low vocabulary trade books can be used to improve the critical reading skills of reluctant, remedial readers. A study is needed to determine if the availability of high interest, low vocabulary trade books for reluctant, remedial readers can improve their reading levels and/or increase amount of leisure time reading. Increasing Readers' Motivation A study is needed to develop teaching techniques to be used with reluctant, remedial readers to encourage them to select and successfully complete high interest, low vocabulary trade books which contain format characteristics which the readers usually do not select on their own. A study should be conducted to determine if audiovisual materials can motivate reluctant, remedial readers to read greater numbers of high interest, low vocabulary trade books as well as 234 other books. An experimental group of reluctant, remedial readers would be exposed to films, filmstrips, and television programs of various books; the control group would not be. Book reading lists of students within both groups would be compared to determine the effect of visual media on the motivation of students' book selection and completion. Determination of Readers' Interests and Book Selection Procedures A study is needed to determine the themes of high interest, low vocabulary trade books as they relate to the developmental stages and needs of the reluctant, remedial readers of middle school and/or high school age. A study is needed to determine if reluctant, remedial readers' stated reading and/or personal interests match the topics and sub- jects of the high interest, low vocabulary trade books they select to encourage more prudent ordering of classroom and library high interest, low vocabulary trade books. A study is needed to determine the Similarities and differ- ences of library book selection behavior of reluctant, remedial readers and average and above average readers through observation and interviews. Specific factors of the selected books such as difficulty levels, various format and content characteristics could be compared to determine further similarities and differences between the two groups. 235 Readers' Determination of Book Difficulty Levels A study is needed to further investigate the techniques reluctant, remedial readers use to determine trade book difficulty levels. The resulting data could be compared to the techniques used by average and above average readers within the same grade. A similar study Should investigate techniques used by reluctant, remedial readers to determine difficulty levels of materials controlled for Specific format characteristics such as 15““‘5-we r type size or amount of illustration. Results of these studies might assist publishers in producing high interest, low vocabulary trade books which would possess features which would induce the students into believing they would have successful reading experi- ences with the books. APPENDICES 236 APPENDIX A CELL FREQUENCIES 237 APPENDIX A CELL FREQUENCIES OF CHILDREN'S BOOKS Fiction Difficulty Science Fiction/ . . Mystery/ Level Fantasy Contemporary H1stor1cal Adventure 1-2 3 4 4 5 3 4 4 2 5 4 5 3 4 5 5 4 4 4 4 6 4 4 4 4 7 2 3 3 2 Nonfiction Difficulty (Modern) Sports Transportation Occult/Crime Level Biography 1-2 4 4 2 1 3 4 4 l 2 4 4 1 4 3 5 3 4 4 2 6 5 4 l 4 7 4 2 2 3 238 l: .‘._-s _ APPENDIX B INTEREST INVENTORY 239 Date Name Title of the book Author CIRCLE THE STATEMENT THAT BEST TELLS HOW YOU FEEL ABOUT THIS BOOK. 1. What did you think about this book? ® I hated I didn't It was I liked @ It was it. like it. 0.x. it. great. 2. How interesting did you find this book? <1) Very Kind of It was @ Kind of (I) Very boring boring 0.x. interesting nteresting 3. Would you like to read more books like this one? Q) Yes Q; Maybe 1. No 4. Did you finish reading this book? Yes No If your answer was “No.“ what page did you get to? pages out of a total 5. What did you think about the reading level of this book? Way too @ .4. little Just right @A little way too easy easy for me hard hard for me for me for me for me 6. How does this book I09; to you? Q) Looks @ Looks 63 Looks @ Locks 6) Looks way too a little Just right a little way too young for a young for a for a old for a old for a 6th grader 6th grader 6th grader 6th grader 6th grader 7. How do you think the subject of this book is for 6th graders? 1.7 Best for . @ Best for @Just right 6) Best for Best for kids kids for kids kids much younger a little younger 6th graders a little older a lot older than I am than I am than I an than I am 8. How much did the title. cover or Jacket help you choose this book? ® Absolutely Q Not much QB Some ® One of the ® The main n f no influence fluence luence main reasons reason on my choice on my choice on my choice for my choice for my choice 240 ‘- I I?“ .J" 7.‘ in“! APPENDIX C SAMPLE INTERVIEWS 241 S#10: S#10: S#10: S#10: APPENDIX C SAMPLE INTERVIEWS Selected and Finished This is student #10. Today we are talking about a book called The Ape Inside Me, written by Kin Platt, and this is a finished book. Why do you think you chose this book in the first place? Because the cover is covered with people on it and they have clenched up fists. Looks like they're going to get ready to fight. You thought this book was great. Why was this book great? Cause this ape inside this kid kept getting him really mad, and if anybody came around pushing him, ape inside of him would really kick around and would get him really mad and go over and start shoving him and getting in big fights. And you thought this book was very interesting. Why? Uh-huh. He kept getting into fights and ape kept getting mad and everything. Was it a real ape inside of him? I don't know, it never said, but he always said that the ape kept kicking in him. What do you think he meant? 242 S#10: S#10: S#10: S#10: S#10: S#10: 243 That he kept getting mad inside of him and I think cause he read all these King Kong books and thinks he has King Kong in him now. You said that you thought that the book was a little hard for you. What made you feel that the book was a little hard for you? There were some big words in there and I couldn't understand. My Dad and my Ma helped me. 1 ‘AU-‘h—w . T . '4‘. I. And the book looked a little old for a sixth grader. Why did “I you say that? Just looks a little older, like a seventh grader could read it better. Okay. And you said that because? Cause the small print in it. Anything else? No. Now the subject of this book is about what? A kid that keeps getting in fights. A kid who keeps getting into fights is the subject. You said the subject was best for kids a little older than you are. Why did you say that? I just thought there was big words in it and I couldn't barely read them. Some of the words I couldn't get and had to look up in the dictionary. And you said that the title, cover or book jacket was the main reason for your choice of that book? S#10: S#10: S#10: S#10: S#9: S#9: S#9: 244 Uh-huh. Tell me anything else you want to about why you finished this book. I wanted to see if he got in any more fights? Did he? He got into five of them, I think. Do you think that this kid is going to be always getting into fights? Probably. Thank you. Selected but Unfinished This is Student #9. Today we're talking about an unfinished book called Clipper Ship written by Thomas Lewis. Why do you think you Chose this book in the first place? It was written about a ship and I liked the way it looked on the cover. The cover influenced your decision. Now, you said that you hated this book. Why did you hate this book? Cause I figured it was too easy and it wasn't interesting. There really wasn't much stuff in it. Why did you decide to stop reading it? I thought . . . I thought it got boring. Now you said that the reading level of this book was way too easy for you. What made you feel that way? a. .,_ -AI; ' no. S#9: S#9: S#9: S#9: S#9: S#9: S#9: S#9: 245 The words were easy and it had just short words on it. And the words were spread all over the page. And you said this book looks way too young for a Sixth grader. Why did you say that? Because the way the words were. Anything else? No. Now the subject of this book is what? It's about a ship that goes out and gets into the middle of a storm and that's about where I ended. You said the subject of this book is best for kids younger than you are. Yah. Why do you think that? Cause it's, well I figured it was made for younger kids. You said that the title, cover or jacket helped you choose this book. It was one of the main reasons. Is there anything you want to add? Yah. The lettering in the title. Okay. Tell me anything else you want to about why you didn't finish this book. It wasn't good reading. It was easy and it was too boring. Thank you. S#l: S#l: S#1: S#l: 246 Rejected This is Student #1. We're going to be talking about a rejected book called Black and Blue Magic and it's written by Zilpha K. Snyder. Why don't you want to read this book? Too thick and I think the words in it are a little out of my range, I think. There are full pages of writing and I don't like full pages. And plus it's thick and I don't like thick books. IS there anything else that you don't like about this book? The cover. I don't like it cause there was nothing on it. It's just black and yellow. I just don't like it. If you read this book, how do you think you would find the reading level? Maybe a seventh grader could read it, or a high Sixth grader. What age level do you think this book looks like it was written for? Kids way younger, a little younger, sixth graders, kids a little older, or way older? High sixth or seventh. Cause of all the words and few pictures. All right. What do you think this book is about? What do I think this book is about? A witch or something. What age level do you think this would be good for? Kids a lot younger than you, a little younger, sixth graders, a little older, or a lot older? Sixth graders. Sixth graders like witches. Tell me anything else why you wouldn't want to read this book. .. h— . . ‘ - . rv. .n‘:;m‘_ { . I. . 9L. 247 S#l: I just don't like it. It's too thick. I: Thank you. APPENDIX D INTERVIEW QUESTIONS 248 I . ILI APPENDIX D INTERVIEW OUESTIONS The numbered questions corresponded directly to the items on the interest inventory. The blanks in the questions were completed with the student's responses indicated on the student's interest inventory for the book being used for the interview. Questions pre- ceded by letters were asked to determine general background informa- tion. Selected and Finished Student's Number Title Author of the book Date A. Why do you think you chose this book in the first place? 1. You said that you . Why? 2. Why did you think this book was ? 3. 4. 5. You said that the reading level was . What made you think that? 6. Why did this book look to you? 7. What was the subject of this book? Why do you think this subject iS ? 249 250 8. Tell my why you marked that the cover, title, or book jacket ? B. Tell me anything else you want to about why you finished this book? Selected but Unfinished Student's Number Title Author of the book Date A. Why do you think you chose this book in the first place? 1. You said that you . Why? 2. Why did you think that this book was ? 3. 4. Why did you decide to stop reading it? 5. You said that the reading level was . What made you think that? 6. Why did this book look to you? 7. What was the subject of this book? Why do you think this subject is ? 8. Tell me why you marked that the cover, title, or book jacket ? 8. Was there anything you liked about this book? C. Tell me anything else you want to about why you didn't finish this book. Rejected Student's Number Title of the Book Author of the Book Date 251 Why don't you want to read this book? What else don't you like about this book? Why? 5. If you read this book, how do you think you would find its reading level? Why? For what age group does this book look like it was written? Why? What do you think this book is about? For what age level would this be a good subject? Did anything about the cover, title or book jacket help you decide not to read this book? Tell anything else you want to about why you wouldn't want to read this book. -—._...__ .. I . - - 373".“ d" i... APPENDIX E STUDENTS' READING LEVELS 252 P fifi‘flm APPENDIX E STUDENTS' READING LEVELS Reading Level Student as reported by the Number California Achievement Sex Test, Form 16C 1 5.8 M 2 5.6 M 3 3.8 M 4 4.6 M 5 4.1 M 6 2.0 F 7 5.8 F 8 5.5 F 9 4.5 M 10 5.8 M 11 2.8 M 12 2.0 M 13 7.0 M 14 4.8 F 15 5.4 F 16 4.7 F 17 5.3 F 18 3.5 F 19 7.0 M 20 6.0 M 253 APPENDIX F TABLES OF RAW DATA 254 255 o.oo~ NmmN o.NN mum w.mN Non w.mm NFFP ¢.op mwe _asoe 30m [11 “Ill. ¢.. 1.‘ I'! N mucmurmwcmwm .eoeooct to moocmoe NP est: mmNme.me n ocasem ago see ¢.N F I\ com (\l ¢.mm upmN m e F _cu0H caspou LO 0 PL!) 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