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Xerox University Microfilms 300 North Z M b Road Ann Arbor, M ichigan 48106 76- 1 8 ,6 5 6 MOODY, D ou glas B r u c e , 1 9 3 8 - AN EXAMINATION OF SELECTED ASPECTS OF THE TEACHING OF CHILDREN'S LITERATURE IN SELECTED MICHIGAN ELEMENTARY SCHOOLS, M ich igan S t a t e U n i v e r s i t y , P h . D . , 197b E d u c a tio n , e le m e n ta r y Xerox University Microfilms , Ann Arbor, M ichigan 48106 (t> Copyright by Douglas Bruce Moody 1975 AN EXAMINATION OF SELECTED ASPECTS OF THE TEACHING OF CHILDREN'S LITERATURE IN SELECTED MICHIGAN ELEMENTARY SCHOOLS By Douglas Bruce Moody A DISSERTATION Submitted t o Michigan S t a t e U n i v e r s i t y in p a r t i a l f u l f i l l m e n t o f t h e r equi r ement s f o r t h e degr ee of DOCTOR OF PHILOSOPHY College o f Education 1975 ABSTRACT AN EXAMINATION OF SELECTED ASPECTS OF THE TEACHING OF CHILDREN'S LITERATURE IN SELECTED MICHIGAN ELEMENTARY SCHOOLS By Douglas Bruce Moody Statement o f Problem This s t ud y i n v e s t i g a t e s two major a r e a s . F i r s t , t h e study seeks t o d i s c o v e r t h e general use o f c h i l d r e n ' s l i t e r a t u r e by t e a c h e r s in t e a c h i n g in t h e el even Michigan school d i s t r i c t s chosen f o r t h e s t u d y . Second, t h e s t ud y seeks t o e x p l o r e t h e general a t t i t u d e of t h e s e t e a c h e r s toward l i t e r a t u r e . Research Methodology A q u e s t i o n n a i r e was s e n t to 372 el eme nt ar y t e a c h e r s in el even school d i s t r i c t s l o c a t e d in t he s o u t h e r n h a l f o f t h e Lower Pen i n s u l a o f Michigan. Of t h i s t o t a l , 247 were r e t u r n e d . The q u e s t i o n n a i r e c o n t a i n e d t h r e e s e c t i o n s . The f i r s t g a t h e r e d demographic i n f o r m a t i o n about t h e r e s p o n d e n t . The second pr ovided i nf o r ma t i on on t h e cl assroom p r a c t i c e s o f t h e t e a c h e r and t he t h i r d determined what t h e t e a c h e r f e l t t o be t h e i d e a l p r a c t i c e in t h e t e a c h i n g o f c h i l d r e n ' s l i t e r a t u r e . Douglas Bruce Moody Three v a r i a b l e s were det er mined: (1) t h e y e a r s o f t e a c h i n g e x p e r i e n c e o f t h e r e s p o n d e n t s , (2) t h e l e v el a t which t he r esponde nt s t a u g h t , and (3) t h e conmunity t yp e in which t h e r espondent s t a u g h t . A chi s qu a r e t e s t was computed comparing each o f t h e s e t h r e e v a r i a b l e s t o each o f t h e f o l l o wi n g v a r i a b l e s : 1. t h e f requency o f r e a d i n g t r a d e books t o s t u d e n t s . 2. t h e o c c a s i o n f o r r e a d i ng t r a d e books t o s t u d e n t s . 3. t h e frequency o f al l o wance o f time f o r independent r e a d i n g a c t i v i t i e s . 4. t h e o c c a s i on f o r al lowance o f time f o r independent r ead i ng a c t i v i t i e s . 5. t h e f requency o f s t u d e n t r esponse t o independent r eadi ng a c t i v i t i e s by use o f : (a) w r i t t e n r e p o r t s , (b) a combina­ t i o n o f w r i t t e n and o r a l r e p o r t s , (c) or al r e p o r t s , Cd) small group d i s c u s s i o n s , (e) a r t e x p r e s s i o n s , and ( f ) d r a m a t i c s . Another a r e a o f i n t e r e s t in t h i s st udy compared, by chi square t e s t , t h e r e l a t i o n s h i p of cl assr oom t e a c h e r s ' p r a c t i c e s t o t h e i r concepts o f t h e i d e al t e a c h i n g p r a c t i c e s in r e g a r d t o c h i l d r e n ' s l i t e r a t u r e . A t h i r d a r ea o f concern sought t o d e t er mi ne t h e t e a c h e r s ' background in c h i l d r e n ' s l i t e r a t u r e and t h e i r own r ead i n g h a b i t s . This d a t a was r e p o r t e d in p er ce n t a g e s and raw f r e q u e n c i e s . Major Fi ndings The d a t a produced e v i d e n c e t o conclude t h a t , ac c o r d i n g t o t h i s s t u d y , (1) t h e r e a r e no s i g n i f i c a n t d i f f e r e n c e s in t e a c h i n g p r a c t i c e s in Douglas Bruce Moody c h i l d r e n ' s l i t e r a t u r e due t o y e a rs o f t e a c h i n g e x p e r i e n c e , (2) t h e r e a r e few s i g n i f i c a n t d i f f e r e n c e s in t e a c h i n g p r a c t i c e s due t o t he l e v e l a t which a t e a c h e r t e a c h e s , (3) t h e r e a r e no s i g n i f i c a n t d i f f e r e n c e s in t e a c h i n g p r a c t i c e s due t o t h e community in which a t e a c h e r t e a c h e s and, (4) t h e r e ar e s i g n i f i c a n t d i f f e r e n c e s between a c t u a l t e a c h i n g p r a c t i c e s and what t e a c h e r s f eel t o be i d e a l p r a c t i c e s i n t e a c h i n g c h i l d r e n ' s l i t e r a t u r e . The d a t a a l s o concluded t h a t , in g e n e r a l , some t e a c h e r s did not po s s e s s a s o l i d background in e d u c a t i o n courses in c h i l d r e n ' s 1i t e r a t u r e . ACKNOWLEDGMENTS A s i n c e r e e x p r es s i o n o f thanks i s directed t o Dr. Donald Ni cke r s on, Chairman o f my Doctor al Committee, for h i s s u p p o r t , encouragement, and d i r e c t i o n which helped bring the p r o j e c t through t o complet ion. A l s o , s i n c e r e e x p r e s s i o n o f thanks i s ex p r e s s e d to t h e remaining members of my Doctor al Committee, Dr. Louis Romano, Dr. Calhoun C. C o l l i e r , and Dr. James McKee, for th e ir counsel and a s s i s t ­ ance in t h e f o r m u l a t i o n and e v e n t u a l complet ion o f t h i s p r o j e c t . The key c o n t a c t peopl e o f each of the c o o p e r a t i n g school d i s t r i c t s d e s e r v e a g r e a t deal o f thanks for th e ir hel p in t h e com­ p l e t i o n o f t h i s s t u d y f o r w i t h o u t t h a t cooperation, t h i s t a s k would n o t have been c u l mi n a t ed . T h e i r a s s i s t a n c e 1s g r e a t l y a p p r e c i a t e d . To t h e Walled Lake C o n s o l i d at e d School D i s t r i c t Board of Ed u c a t i o n , I owe a g r e a t deal o f thanks f o r without t h e i r h e l p through t h e s a b b a t i c a l l e a v e I was g r a n t e d , t h i s t a s k would not have been com­ p l e t e d . F i n a l l y , my most s i n c e r e thanks and a p p r e c i a t i o n i s expr essed t o my w i f e , P h y l l i s , and c h i l d r e n , C a r o l , J e f f , and Doug, f o r t h e i r u n d e r s t a n d i n g , p a t i e n c e , encouragement, and assistan ce they o f f e r e d dur ­ ing t h e var i ous s t a g e s of t h e completion o f th is d i s s e r t a t i o n . I t i s hoped t h a t I may make up f o r a l l t h e s a c r ific e s n\y family endured f o r my b e n e f i t . TABLE OF CONTENTS LIST OF TABLES CHAPTER I . PROBLEM INTRODUCTION ........................................................................ S i g n i f i c a n c e o f t h e Problem ................................................. P u r p o s e s ..................................................... . ................................... Methods, L i m i t a t i o n s and Assumptions .................................. D e f i n i t i o n of Terms . ...................................................... ....................................................................... Research Questions O v e r v i e w ............................................................................................. . . , I I . REVIEW OF LITERATURE........................................................................ General Gui del i nes by which t o Assess E x i s t i n g C h i l d r e n ' s L i t e r a t u r e C u r r i c u l a ...................................... S t u d i e s o f Attempts t o Assess E x i s t i n g C h i l d r e n ' s L i t e r a t u r e C u r r i c u l a ...................................................... Research on t h e Al lotment o f Classroom Time Given t o St udent s by Teachers f o r t h e Study o f C h i l ­ d r e n ' s L i t e r a t u r e .................................................................. Research on t h e Reading Habits o f S t u d e n t s , T e a c h e r s, and t h e General Pop u l a t i on ......................... I I I . RESEARCH DESIGN..................................................................................... I n t r o d u c t i o n .................................................................................... P o p u l a t i o n ........................................................................................ ........................................................................... I n s t r u m e n t a t i o n .............................................................. S t a t i s t i c a l Hypotheses A n a l y s i s ............................................................................................. Summa r y ............................................................................................. IV. ANALYSIS OF RESULTS............................................................................ I n t r o d u c t i o n ................................................ F i n d i n g s ............................................................................... S u m m a r y ............................................................................................. i v Page v i 1 1 3 4 5 7 10 11 12 16 21 29 34 34 34 36 39 43 44 45 45 47 121 CHAPTER V. SUMMARY........................................................................................................... I n t r o d u c t i o n .......................................................................................... D i s c u s s i o n .............................................................................................. ..................................... Recommendations f o r Future Research R e f l e c t i o n s .......................................................................................... APPENDIX......................................................................................................................... BIBLIOGRAPHY ................................................................................................................ P a g e 125 125 125 129 130 132 135 v LIST OF TABLES Table 1. Differences among responses o f t e a c h e r s , by l e v e l s of teaching e x p e r i en c e , in r eg ar d to t h e frequency o f reading t r a d e books to s t u d e n t s ........................................... 2. Differences among responses of t e a c h e r s , by l e v e l s o f t eachi ng e x p e r i e n ce , in regard t o t h e occasion f o r reading t r a d e books t o s t u d e n t s ....................................... 3. Dif ferences among responses of t e a c h e r s , by l e v e l s of teachi ng e x p e r i e n ce , in regard t o t h e frequency o f allowance of time f o r independent reading a c t i ­ v i t i e s ..............................................................................* ..................... 4. Differences among responses o f t e a c h e r s , by l e v e l s of teaching e x p e r i en c e , in r egard t o t h e occasion f o r allowance of time f o r independent reading a c t i ­ v i t i e s ........................................................................................................ 5. Differences among responses of t e a c h e r s , by l e v e l s frequency o f t eachi ng e x p e r i e n c e , i n r egar d t o t h e of s t u d e n t response to independent reading a c t i v i t i e s by use of w r i t t e n r e p o r t s ........................................................... Page 47 49 51 53 55 6. Dif ferences among responses o f t e a c h e r s , by l e v e l s frequency of teachi ng e x p e r i e n c e , in r egard t o t he of st u d e n t response t o independent readi ng a c t i v i t i e s by use of a combination of w r i t t e n and oral r e p o r t s . . 57 7. Dif ferences among responses o f t e a c h e r s , by l e v e l s frequency o f teaching e x pe r i en c e , in r egard t o t h e o f st u d e n t r esponse to independent reading a c t i v i t i e s of or al r e p o r t s ............................................. by use 8. Dif ferences among responses o f t e a c h e r s , by l e ve l s frequency o f teaching e x p e r i en c e , i n r egard t o t h e of s t u d e nt r esponse t o independent readi ng a c t i v i t i e s by use of small group d i s c u s s i o n s ......................................... 59 61 vi T a b l e Page 9. Differences among responses o f t e a c h e r s , by l e ve l s o f teachi ng e x pe r i en c e , i n r eg ar d t o the frequency of s t u d e n t response to independent reading a c t i v i t i e s by use of a r t ex pr es s i on s such as i l l u s t r a t i o n s .................. 10. Di f ferences among r esponses o f t e a c h e r s , by l e v e l s of teaching e x p e r i en c e , i n r egar d t o t h e frequency of s t u d e n t response t o independent reading a c t i v i t i e s by use of d r a m a t i c s .............................................................................. 11. Di f ferences among responses o f t e a c h e r s , by grade level gr oupi ngs, in regard t o t he frequency o f r ead­ ing t r a d e books t o s t u d e n t s ............................................................. 12. Di f ferences among responses o f t e a c h e r s , by grade level g r oupi ngs, in regard t o t h e occasion f o r r ea d ­ ing t r a d e books t o s t u d e n t s ............................................................. 13. Dif ferences among responses o f t e a c h e r s , by grade level g r ou p i n g s , in r egar d t o t h e frequency of allow­ ance of time f o r independent a c t i v i t i e s reading ......... 14. Dif ferences among responses o f t e a c h e r s , by grade level gr oupings, in r egard t o t h e occasi on f o r allow­ ance of time f o r independent reading a c t i v i t i e s ......... 15. Di f f e r e nces among responses o f t e a c h e r s , by grade level g r o up i n g s , in r eg ar d t o t h e frequency o f r e s ­ ponse by s t u d e n t s t o independent reading a c t i v i t i e s by use of w r i t t e n r e p o r t s ................................................................. 63 65 67 69 71 73 75 16. Di f f e r e nces among responses o f t e a c h e r s , by grade l evel g r oupi ngs, in r egard t o the frequency of r e s ­ ponse by s t u d e n t s t o independent reading a c t i v i t i e s by use of a combination o f w r i t t e n and oral r e p o r t s . . . 77 17. Dif ferences among r esponses o f t e a c h e r s , by grade level g r oupi ngs, in r egar d t o t he frequency o f r e s ­ ponse by s t u d e n t s to independent reading a c t i v i t i e s by use of o r a l r e p o r t s ...................................................................... 18. Differences among responses of t e a c h e r s , by grade l evel g r oupi ngs, in r egard t o t he frequency of r e s ­ ponse by s t u d e n t s to independent reading a c t i v i t i e s by use of small group d i s c u s s i o n s .............................. 19. Di f ferences among responses o f t e a c h e r s , by grade level g r oupi ngs, in r eg ar d t o t h e frequency o f r e s ­ ponse by s t u d e n t s to independent reading a c t i v i t i e s by use of a r t e x pr e s s i o ns such as i l l u s t r a t i o n s ................. 79 81 83 v i i D i f f e r e n c e s among r es p o ns e s of t e a c h e r s , by gr ade level g r o u p i n g s , i n r e g a r d t o t h e f requency o f r e s ­ ponse by s t u d e n t s t o independent r ead i n g a c t i v i t i e s by use o f d r a m a t i c s ................................................. * ...................... D i f f e r e n c e s among r e s p o n s e s t o t e a c h e r s , by commun­ i t y t y p e s , in r eg a r d t o t h e f re qu en cy o f r eadi ng t r a d e books t o s t u d e n t s ...................................................................... D i f fe r e n c e s among r espons e s o f t e a c h e r s , by commun­ i t y t y p e s , i n r e g ar d t o t h e o cc a s i on f o r readi ng t r a d e books t o s t u d e n t s ....................................................................... D i f f e r e n c e s among r esponse s o f t e a c h e r s , by commun­ i t y t y p e s , in r eg a r d t o t h e f r e q u e n c y o f allowance of time f o r independent r eadi ng a c t i v i t i e s .......................... D i f f e r e n c e s among r esponse s o f t e a c h e r s , by commun­ i t y t y p e s , in r e g ar d t o t h e o cc a s i on f o r al lowance of time f o r independent r eadi ng a c t i v i t i e s ........................... D i f f e r e n c e s among r e s p o n s e s o f t e a c h e r s , by commun­ i t y t y p e s , in r eg a r d t o t h e f re qu ency o f r esponse by s t u d e n t s t o independent r ead i n g a c t i v i t i e s by u s e o f w r i t t e n r e p o r t s ........................................ . ................................... D i f f e r e n c e s among r es p o ns e s o f t e a c h e r s , by commun­ i t y t y p e s , in r e g a r d t o t h e f re q u en cy o f r espo ns e by s t u d e n t s t o independent r e a d i ng a c t i v i t i e s by use o f a combination o f w r i t t e n and o r a l r e p o r t s ....................... D i f f e r e n c e s among r es p o ns e s o f t e a c h e r s , by commun­ i t y t y p e s , i n r e g ar d t o t h e f requency o f r esponse by s t u d e n t s t o inde p end en t r ead i n g a c t i v i t i e s by use o f o r al r e p o r t s ............................................ ............................................ D i f f e r e n c e s among r esponse s o f t e a c h e r s , by commun­ i t y t y p e s , i n r e g a r d t o t h e f requency of response by s t u d e n t s t o independent r ead i ng a c t i v i t i e s by use o f small group d i s c u s s i o n s .................. . .................................... D i f fe r e n c e s among r espons e s o f t e a c h e r s , by commun­ i t y t y p e s , in r egar d t o t he f re qu en cy o f response by s t u d e n t s t o independent r eadi ng a c t i v i t i e s by use o f a r t e x p r e s s i o n s such as i l l u s t r a t i o n s ............................... Page 85 87 89 91 93 95 97 99 101 103 D i f f e r e n c e s among r e s p o n s e s of t e a c h e r s , by commun­ i t y t y p e s , in r eg a r d t o t h e f re qu ency o f r espons e by s t u d e n t s t o ind e pen den t readi ng a c t i v i t i e s by u s e o f d r a m a t i c s ................................................................................... . . . 105 v i i i T a b l e 31. D i f f e r e n c e s among r esponses o f t e a c h e r s i n r eg a r d t o a c t u a l f requency and i d e a l frequency o f r ead i n g o f t r a d e books t o s t u d e n t s .............................................................. 32. D i f f e r e n c e s among responses o f t e a c h e r s i n r eg a r d t o a c t u a l o c c a s i o n s and i d e a l occ a s i on s f o r r e a d ­ ing o f t r a d e books t o s t u d e n t s P a g e 107 109 33. D i f f e r e n c e s among r esponses o f t e a c h e r s i n r e g a r d t o a c t u a l f re qu ency of al lowance of time f o r i n d e ­ pendent r e a d i ng a c t i v i t i e s and i d e a l f re qu ency of al lowance o f t ime f o r independent r eadi ng a c t i v i t i e s . , 112 34. D i f f e r e n c e s among responses o f t e a c h e r s i n r eg a r d t o a c t u a l o c c a s i o n s f o r al lowance time f o r i nde pen­ d en t r ead i n g a c t i v i t i e s and i de a l o c c a s i on s f o r al lowance o f t ime f o r i ndependent r ead i ng a c t i v i t i e s - . 114 35. Responses t o t h e s e n t e n c e complet ion s t a t e m e n t : Calendar y e a r d ur i n g which l a s t co ur se i n c h i l d r e n ' s l i t e r a t u r e was t a k e n ............................................................................. 117 36. Responses t o t h e query: Tot al number o f c o u r s e s in c h i l d r e n ' s l i t e r a t u r e taken in un de r g r a du a t e school . . 118 37. Responses t o t h e query: T o t a l number of c o u r s e s in c h i l d r e n ' s l i t e r a t u r e taken i n g r a d u a t e school T . . . . 118 38. Responses t o t h e query: Number o f complete books read i n t h e p a s t s i x months f o r your p er sona l e n j oy ­ ment o r i n f o r m a t i o n which were not r e q u i r e d r ea d i ng f o r a c o l l e g e c o u r s e .............................................................................. 39. Responses t o s c r i b e d t o t h e quer y: Number o f magazines sub­ 119 120 40. Responses t o t h e query: Number of d a i l y newspapers s u b s c r i b e d t o ........................................................................................ 121 i x Chapter I PROBLEM INTRODUCTION Ev a l u a t i on and examination o f e x i s t i n g e d u c a t i o n a l programs a r e n ec e s s a r y f o r improvement o f t h e c u r r i c u l a in our s c h o o l s . An i n - d e p t h examination sometimes r e v e a l s r a t h e r l a r g e gaps in what i s meant t o be a r a t h e r e x t e n s i v e , m u l t i - f a c e t e d c u r r i c u l um. One a r ea which seems in need o f improvement i s t h e t e a c h i n g o f c h i l d r e n ' s l i t e r a ­ t u r e . A drawback t o t h e i n v e s t i g a t i o n o f c h i l d r e n ' s l i t e r a t u r e programs i s the lack o f adequate o b j e c t i v e as s es s men t s and t e c h n i q u e s . However, t h e methods and lengt h o f time s pe n t by cl assroom t e a c h e r s in t he t e a c h i n g o f c h i l d r e n ' s l i t e r a t u r e can be determined. Al s o , we can det ermine what t e a c h e r s o f el eme nt ar y c h i l d r e n f ee l t o be t he i de al methods and l e ng t h o f time t o devote t o t h e c h i l d r e n ' s l i t e r a t u r e c u r r i c u l u m. We may a l s o g e t an i n d i c a t o r o f t e a c h e r a t t i t u d e and i n t e r e s t in c h i l d r e n ' s l i t e r a t u r e by a s k i n g t e a c h e r s t o respond t o a q u e s t i o n n a i r e concerning t h o s e m a t t e r s . I f t h e premise i s t r u e t h a t t he a t t i t u d e o f t h e t e a c h e r i s very i mpor t a nt in t he t e a c h i n g o f a n y t h i n g , i t seems i mp o r t a n t t o d e t er mi n e t he gene r a l a t t i t u d e and degree of ent husiasm t e a c h e r s have toward t h e t e a c h i n g o f c h i l d r e n ' s l i t e r a t u r e . S i g n i f i c a n c e of t h e Problem The need f o r ade quat e o r g a n i z a t i o n and pl anning f o r i n s t r u c t i o n i s r e a d i l y a p p a r e n t . A h aphazard, d i s o r g a n i z e d approach t o c h i l d r e n ' s 1 2 l i t e r a t u r e communicates t o t h e s t u d e n t t h a t t he t e a c h e r i s not i n t e r e s t e d in t e a c h i n g c h i l d r e n ' s l i t e r a t u r e and, more i m p o r t a n t l y , t h a t t he t e a c h e r does not pl a ce importance upon t h e r e a d i ng o f l i t e r a t u r e . This a p p a re n t d i s i n t e r e s t by t e a c h e r s i s o f t e n coupl ed with t h e f a c t t h a t some t e a c h e r s a r e not knowledgeable in t h e c o n t e n t a r ea o f c h i l d r e n ' s l i t e r a t u r e , have an inadequat e background in s u c c e s s f u l t e a c h i n g t e c h n i q u e s in c h i l d r e n ' s l i t e r a t u r e , o r a r e t o o "hard p r es s e d " t o allow s u f f i c i e n t time f o r l i t e r a ­ t u r e ex pe r i en c e s w i t h s t u d e n t s . Add to t h e p r ev io u s l y mentioned problems in c h i l d r e n ' s l i t e r a ­ t u r e t h e f a c t t h a t many s t u d e n t s l e a r n t h e mechanics o f readi ng but never r ead and you have a problem of monumental p r o p o r t i o n s . This l ack o f de­ s i r e to read may be due t o t h e f ra g me n t i ze d method o f t e a c h i n g r ead i n g o f which some t e a c h e r s a r e g u i l t y . We sometimes become so engrossed in t e a c h i n g phoni c s, word a t t a c k , and t h e l i k e t h a t we miss t h e t e a c h i n g o f t h e "whole" o f r e a d i n g . C h a r l o t t e Huck, a noted a u t h o r i t y in t h e area o f c h i l d r e n ' s l i t e r a t u r e , draws t h e p a r a l l e l t h a t i t i s l i k e t e a c h i n g p r o s p e c t i v e p i l o t s in t h e Link T r a i n e r but never l e t t i n g them i n t h e r eal p i a n e . ^ We t e a c h t h e s k i l l o f r e a d i n g but too few r e a l l y use i t . Huck c i t e s r e s e a r c h t h a t says f o r t y - e i g h t p e r c e n t o f t h e a d u l t s in t h e United S t a t e s had not r ead one book d u r i ng a r e c e n t y e a r . They can read but they do not! Too o f t e n we do not expose s t u d e n t s t o t h e j o y s o f r eadi ng c h i l d r e n ' s l i t e r a t u r e f o r t h e p l e a s u r e i t may b r i n g them. i Elementary S cho o l s , " Elementary E n g l i s h , 36, (April 1962): 308. C h a r l o t t e S. Huck, " Pl an ni n g t h e L i t e r a t u r e Program f o r the 3 This proposed s tudy has s i g n i f i c a n c e in t h a t i t may hel p t o d e t er mi n e t h e g e n e r a l s t a t u s o f c h i l d r e n ’s l i t e r a t u r e i n t h e el eme nt ar y school cu r r i c u l u m o f t he s e l e c t e d school d i s t r i c t s in t h i s s t u d y . Purposes The major problems approached in t h i s s t ud y were: 1. What i s t h e general use o f c h i l d r e n ' s l i t e r a t u r e by t e a c h e r s in t e a c h i n g in s e l e c t e d Michigan school d i s t r i c t s ? 2. What i s t h e general a t t i t u d e o f t h e s e t e a c h e r s toward l i t e r a ­ t u r e ? I t i s n o t t h e purpose o f t h i s study t o make val ue judgments as t o t he t e a c h i n g p r a c t i c e s o f t h e r espondents t o t h e q u e s t i o n n a i r e used in t h i s s t u d y . The study w i l l , however, d e t e r mi n e t h e c u r r e n t s t a t u s o f c h i l d r e n ' s l i t e r a t u r e in t h e el ementar y school c u r r i c u l u m . T e a c h e r s , p r i n c i p a l s , c u r r i c u l u m c o n s u l t a n t s , s u p e r i n t e n d e n t s , boar ds o f e d u c a t i o n , and concerned p a r e n t s may want t o survey t h e r e ­ s u l t s o f t h i s s t ud y and use t h e r e s u l t s as a p o i n t o f d e p a r t u r e f o r t h e examination o f c h i l d r e n ' s l i t e r a t u r e programs in which t h e y may have an i n t e r e s t . This s t u d y i s undertaken t o hel p f i l l a void in t h e e x i s t i n g r e s e a r c h in t he a r e a o f usage o f c h i l d r e n ' s l i t e r a t u r e in t h e el eme n t ar y school and i t i s hoped t h a t t h e r e s u l t s may a s s i s t in t h e improvement of t h e t e a c h i n g of c h i l d r e n ' s l i t e r a t u r e . The g e n e r a l purposes o f t h i s study a r e r a t h e r global i n n a t u r e . Cognizance o f t h e magnitude o f t h e t o p i c made i t n e c e s s a r y t h a t t h e scope o f t h i s study sh ou l d be narrowed t o deal with a s p e c i f i c i n v e s t i g a t i o n of 4 c e r t a i n a r e a s o f p a r t i c u l a r i n t e r e s t t o t h e r e s e a r c h e r . Of importance to t h e r e s e a r c h e r was a d e s i r e to e x p l o r e v a r i e d f a c e t s o f c h i l d r e n ' s l i t e r a t u r e i n s t r u c t i o n in o r d e r to avoid c o n f i n i n g t h e r e s e a r c h e f f o r t t o e x t r e mel y narrow p a r a m e t e r s . I t i s f e l t t h a t t h i s st udy has s a t i s f i e d t h e d e s i r e o f t h e r e s e a r c h e r t o complete r e s e a r c h t h a t i s s p e c i f i c enough t o be meaning­ ful but i s not so narrow as t o be p r o v i n c i a l and l i m i t e d . Methods, L i m i t a t i o n s and Assumptions In g a t h e r i n g d at a f o r t h i s s t u d y , 372 s e l e c t e d el eme nt ar y school t e a c h e r s o f e l ev en school d i s t r i c t s were asked t o respond t o a q u e s t i o n n a i r e which asked s e l e c t e d q u e s t i o n s conc er ni ng t h e i r s e x , p r o f e s s i o n a l p r e p a r a t i o n in c h i l d r e n ' s l i t e r a t u r e , y e a r s o f t e a c h i n g e x p e r i e n c e , grade l e v e l , book r eadi n g h a b i t s , and t he number o f magazines and newspapers t o which t h e y s u b s c r i b e . Al so, r es p on de n t s were asked to respond t o items r e g a r d i n g t h e i r t e a c h i n g p r a c t i c e s and what t he y f e l t t o be i deal in r eg ar d t o t h e t e a c h i ng o f c h i l d r e n ' s l i t e r a t u r e . The q u e s t i o n n a i r e was d i vi de d i n t o t h r e e p a r t s . P a r t I was designed t o g a t h e r dat a in r ega r d t o s e l e c t e d demographic v a r i a b l e s r e ­ l a t i n g t o t h e r esp on de n t . P a r t II r e l a t e d t o t h e a c t u a l p r a c t i c e s in t h e r e s p o n d e n t ' s cl assroom in r eg ar d t o c h i l d r e n ' s l i t e r a t u r e . P a r t I I I sought to det er mi ne t h e r e s p o n d e n t ' s c onc ept o f t h e i de a l in r e g a r d t o t h e same t o p i c s as in P a r t I I . The q u e s t i o n n a i r e was enclosed with a l e t t e r ( s e e Appendix) which asked t h e respondent t o complete each s e c t i o n b e f o r e going on t o t h e n e x t s e c t i o n . 5 The assumptions have been made (7) t h a t r esponde nt s followed t h e s p e c i a l d i r e c t i o n s c a r e f u l l y and (2) t h a t a c t u a l t e ac h i n g p r a c t i c e s have been r e p o r t e d by r es p o n d e n t s . The l i m i t a t i o n s o f t h i s study de­ pend on t h e s e two a s sumpt i ons . That i s , i f r e s p o n d e n t s , in a g r e a t many c a s e s , did not f ol l o w t h e d i r e c t i o n s mentioned o r i f many di d no t respond a c c u r a t e l y as t o t h e i r t e a c h i n g p r a c t i c e s i n t h e i r c l a s s r o o m s , the v a l i d i t y of t h i s st udy might be n e g a t i v e l y a f f e c t e d . Due t o t h e method o f d a t a g a t h e r i n g , i t was d i f f i c u l t t o avoi d t h e s e l i m i t a t i o n s . D e f i n i t i o n o f Terms The f o l l o w i n g terms which a r e used in t h i s s t u dy a r e d e f i n e d g e n e r a l l y f o r t h e purpose o f t h i s s t u d y . C h i l d r e n ' s L i t e r a t u r e - That phase o f t h e language a r t s c u r r i c u l um which d e a l s wi t h t h e r eadi ng o f c h i l d r e n ' s t r a d e books. Trade Books - Those books pu bl i s h e d f o r t h e purpose o f g i v i n g t h e r e a d e r p l e a s u r e and f eed i ng h i s i n t e r e s t in r eadi ng f o r p l e a s u r e . Respondents - Those s e l e c t e d e l e me n t a r y t e a c h e r s who responded t o t h e q u e s t i o n n a i r e used in t h i s st ud y . M e t r o p o l i t a n Core C i t i e s - In t h i s s t u d y , conmunities a r e c l a s s i f i e d as M e t r o p o l i t a n Core C i t i e s i f they meet a t l e a s t one o f t h e f ol l o wi n g c r i t e r i a : (a) (b) (c) t h e community i s t h e c e n t r a l c i t y o f a Michigan S t a nd a r d M e t r o p o l i t a n S t a t i s t i c a l Area; o r the community i s an e n c l a v e w i t h i n t h e c e n t r a l c i t y o f a Michigan Standard M e t r o p o l i t a n S t a t i s t i c a l Area; or t he corrmunity was p r e v i o u s l y c l a s s i f i e d as a M e t r o p o l i t a n Core C i t y . 6 This d e s i g n a t i o n i s d e f i n e d by t he U.S. Census Bureau in t h e U.S. Department o f Commerce P u b l i c a t i o n , S t a t i s t i c a l A b s t r a c t o f t h e United S t a t e s . This d e f i n i t i o n i s f ollowed by t h e Michigan Department o f Education in t h e i r Local D i s t r i c t and School Report : Explanator y M a t e r i a l s - The T hi r d Report o f t h e 1971-72 Michigan Educational Assessment Program. Urban Fri nge Communities - In t h i s s t u d y , communities a r e c l a s s i f i e d as urban f r i n g e communities, r e g a r d l e s s o f t h e i r s i z e , i f they meet a t l e a s t one of t h e f o l l o wi n g c r i t e r i a : (a) (b) (c) t h e ma i l i n g a d d r es s o f t h e cormunity i s a Me t r o p o l i t a n Core Ci t y o r a c i t y u n l e s s i t i s on a RFD r o u t e ; or t h e community i s w i t h i n t e n mi l es o f a Me t r o p o l i t a n Core C i t y ; or t h e community i s w i t h i n f i v e mil es o f t h e c e n t e r of a c i t y . This d e f i n i t i o n i s followed by t h e Michigan Department o f Education in t h e i r Local D i s t r i c t and School Report: Explanator y M a t e r i a l s - The T h i r d Report o f t h e 1971-72 Michigan Educational Assessment Program. Rural Communities - Communities a r e c l a s s i f i e d as r u r a l i f they have a p o p u l a t i o n of l e s s than 2 , 5 0 0 , o r i f t h e i r a d d r e s s i s RFD r o u t e o f a town, c i t y , urban f r i n g e , o r m e t r o p o l i t a n c o r e , and t he y l i e o u t s i d e t h e p e r i m e t e r d e f i n e d above under urban f r i n g e . This d e f i n i t i o n i s followed by t h e Michigan Department o f Education i n t h e i r Local D i s t r i c t and School Report: E xpl ana t or y M a t e r i a l s - The Thi r d Report o f t h e 1971-72 Michigan Educational Assessment Program. 7 Research Quest ions The uniqueness o f t h i s s t u d y i s such t h a t o r i g i n a l r e s e a r c h hypotheses were f or mu l at e d. The a r e a s o f concern t o be i n v e s t i g a t e d ar e h er e s t a t e d in q u e s t i o n form: 1. 2. 3. 4. 5. 6. 7. 8. Is t h e r e a r e l a t i o n s h i p between t h e y e a r s o f t e a c h i n g e x p e ri e n c e o f t h e el eme nt ar y school t e a c h e r and t h e frequency o f r e a d i ng t r a d e books t o s t u d e n t s ? Is t h e r e a r e l a t i o n s h i p between t h e y e a r s o f t e a c h i n g e x p e r i en c e o f t h e el eme nt ar y school occasion f o r r ea d i ng t r a d e books t o s t u d e n t s ? t e a c h e r and the Is t h e r e a r e l a t i o n s h i p between t h e y e a r s o f t e ac h i n g e x p e r i e n c e o f t h e el eme nt ar y school frequency o f al lowance o f time f o r independent r ea d i ng a c t i v i t i e s ? t e a c h e r and t h e Is t h e r e a r e l a t i o n s h i p between t he y e a r s o f t e a c h i n g e x p e r i e n c e o f t h e el eme nt ar y school t e a c h e r and t h e occasi on f o r al lowance o f time f o r independent r ead i n g a c t i v i t i e s ? Is t h e r e a r e l a t i o n s h i p between t h e y e a r s o f t e a c hi ng e x p e r i e n c e o f t h e el e me n t a r y school t e a c h e r and t he f requency o f s t u d e n t r esponse t o independent r eadi ng a c t i v i t i e s by use o f w r i t t e n r e p o r t s ? Is t h e r e a r e l a t i o n s h i p between t h e y e a r s o f t e a c h i n g e x p e r i e n c e o f t h e el eme nt ar y school t e a c h e r and t he f requency o f s t u d e n t r es p o ns e to i ndependent r ead i n g a c t i v i t i e s by use o f a combination o f w r i t t e n and o r a l r e p o r t s ? Is t h e r e a r e l a t i o n s h i p between t h e y e a r s o f t e a c h i n g e x p e r i e n c e o f t he el e me n t a r y school frequency o f s t u d e n t r es po n s e to independent r eadi ng a c t i v i t i e s by use o f o r al r e p o r t s ? t e a c h e r and t h e Is t h e r e a r e l a t i o n s h i p between t h e y e a r s o f t e a c h i n g e x p e r i e n c e of t h e el eme nt ar y school t e a c h e r and t h e frequency o f s t u d e n t r es po ns e t o independent r ead i n g a c t i v i t i e s by use of small group d i s c u s s i o n s ? 8 9. Is t h e r e a r e l a t i o n s h i p between t h e y e a r s o f t e a c h i n g e x p e r i e n c e o f t h e el e me n t a r y school t e a c h e r and t h e f re qu en cy o f s t u d e n t r esponse t o independent r ead i n g a c t i v i t i e s by use o f a r t e x p r e s s i o n s such as i l l u s t r a t i o n s ? 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. Is t h e r e a r e l a t i o n s h i p between t h e y e a r s o f t e a c h i n g e x p e r i e n c e of t h e el e me n t a r y school f r e quency o f s t u d e n t r esponse t o independent r ead i n g a c t i v i t i e s by use o f d r ama t i cs ? t e a c h e r and t h e Is t h e r e a r e l a t i o n s h i p between t h e l e v e l a t which a t e a c h e r teache s and t h e frequency o f r e a d i n g t r a d e books t o s t u d e n t s ? Is t h e r e a r e l a t i o n s h i p between t h e l e v e l a t which a t e a c h e r te ache s and t h e occasi on f o r r e a d i n g t r a d e books t o s t u d e n t s ? Is t h e r e a r e l a t i o n s h i p between t h e l e v e l a t which a t e a c h e r te ache s allowance o f f o r independent and t h e frequency o f r e a d i n g a c t i v i t i e s ? Is t h e r e a r e l a t i o n s h i p between t h e l e ve l a t which a t e a c h e r teache s al lowance o f f o r independent and t h e occasi on f o r r e a d i n g a c t i v i t i e s ? time time Is t h e r e a r e l a t i o n s h i p between t h e l e v e l a t which a t e a c h e r t e a c h e s and t h e frequency o f r esponse by s t u d e n t s t o independent r e a d i n g a c t i v i t i e s by use of w r i t t e n r e p o r t s ? Is t h e r e a r e l a t i o n s h i p between t h e l e v e l a t which a t e a c h e r te ache s and t h e frequency o f r esponse by s t u d e n t s t o independent r ea d i ng a c t i v i t i e s by use of a combination o f w r i t t e n and o r al r e p o r t s ? Is t h e r e a r e l a t i o n s h i p between t h e l e v e l a t which a t e a c h e r te ache s and t h e frequency o f r esponse by s t u d e n t s t o independent r e a d i n g a c t i v i t i e s by use o f oral r e p o r t s ? I s t h e r e a r e l a t i o n s h i p between t h e l e v e l a t which a t e a c h e r teache s and t h e frequency o f r es ponse s by s t u d e n t s to independent r e a d i ng a c t i v i t i e s by use o f small group d i s c u s s i o n s ? Is t h e r e a r e l a t i o n s h i p between t h e l e v e l a t which a t e a c h e r t e a c h e s and t h e frequency o f r esponse by s t u d e n t s t o independent r e a d i ng a c t i v i t i e s by use o f a r t e x p r e s s i o n s such as i l l u s t r a t i o n s ? 9 20. Is t h e r e a r e l a t i o n s h i p between t he l e v e l a t which a t e a c h e r t e a c h e s and t h e f requency o f r esponse by s t u d e n t s t o independent r e a d i ng a c t i v i t i e s by use o f d r ama t i c s ? 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. Is t h e r e a r e l a t i o n s h i p between t h e type o f community in which a t e a c h e r t e ac h e s and t h e frequency o f r eadi ng t r a d e books t o s t u d e n t s ? Is t h e r e a r e l a t i o n s h i p between in which a t e a c h e r t e a c h e s and t r a d e books to s t u d e n t s ? t h e type of community t he oc c a s i on f o r r e a d i ng Is t h e r e a r e l a t i o n s h i p between t h e t yp e o f community in which a t e a c h e r t e a c h e s and t h e frequency o f al lowance o f time f o r independent r e a d i ng a c t i v i t i e s ? Is t h e r e a r e l a t i o n s h i p between in which a t e a c h e r t e a c h e s and t h e o cc as i o n s f o r al lowance o f time f o r independent r e a d i n g a c t i v i t i e s ? t h e t yp e o f community Is t h e r e a r e l a t i o n s h i p between in which a t e a c h e r t e a c h e s and t h e f requency o f r esponse by s t u d e n t s t o independent r e a d i ng a c t i v i t i e s by use o f w r i t t e n r e p o r t s ? t h e t y pe o f comnunity Is t h e r e a r e l a t i o n s h i p between t he t y pe o f community in which a t e a c h e r t e a c h e s and t h e f requency o f r esponse by s t u d e n t s t o independent r ead i ng a c t i v i t i e s by use o f a combination o f w r i t t e n and o r al r e p o r t s ? Is t h e r e a r e l a t i o n s h i p between t h e t y p e o f community in which a t e a c h e r t e a c h e s and t h e f requency o f r es po n s e by s t u d e n t s t o independent r eadi n g a c t i v i t i e s by use o f o r al r e p o r t s ? Is t h e r e a r e l a t i o n s h i p between t he type o f community in which a t e a c h e r t e a c h e s and t h e frequency o f r esponse by s t u d e n t s t o independent r e a d i n g a c t i v i t i e s by use of small group d i s c u s s i o n s ? Is t h e r e a r e l a t i o n s h i p between t h e type o f community in which a t e a c h e r t e a c h e s and t h e frequency o f r esponse by s t u d e n t s to independent r e a d i ng a c t i v i t i e s by use of a r t e x p r e s s i o n s such as i l l u s t r a t i o n s ? Is t h e r e a r e l a t i o n s h i p between t h e type o f community in which a t e a c h e r t e a c h e s and t he f requency o f r esponse by s t u d e n t s to independent r e a d i ng a c t i v i t i e s by use of d r ama t i c s ? 10 31. 32. 33. 34. Is t h e r e a r e l a t i o n s h i p between t h e a c t u a l frequency o f r e a d i ng o f t r a d e books t o s t u d e n t s and t h e frequency o f r e a d i n g t r a d e books t h a t t e a c h e r s f e e l i s i d e a l ? Is t h e r e a r e l a t i o n s h i p between t h e a c t u a l occ asi ons f o r r e a d i n g t r a d e books t o s t u d e n t s and t h e occ asi ons f o r r e a d i n g t r a d e books t o s t u d e n t s t h a t t e a c h e r s f e e l a r e i d e a l ? Is t h e r e a r e l a t i o n s h i p between t h e a c t u a l frequency o f al lowance o f time f o r independent r e ad i n g a c t i v i t i e s and t h e f requency o f al lowance o f time f o r independent r e a d i n g a c t i v i t i e s t h a t t e a c h e r s f e e l i s i d e a l ? Is t h e r e a r e l a t i o n s h i p between t h e a c t u a l occ asi ons f o r al lowance o f time f o r independent r e a d i ng a c t i v i t i e s and t h e o c c a s i o n s f o r al lowance of time f o r independent r e a d i n g a c t i v i t i e s t h a t t e a c h e r s f e e l a r e i d e a l ? Overview Chapt er I I w i l l e x p l o r e p e r t i n e n t l i t e r a t u r e i n t h e a r e a o f c h i l d r e n ' s l i t e r a t u r e as i t a p p l i e s to t e a c h i n g and t e a c h e r s . In Chapter I I I t he r e s e a r c h des i gn o f t h i s study w i l l be reviewed. Di s­ cu s s i on r e l a t i v e t o t he p o p u l a t i o n , i n s t r u m e n t a t i o n , and s t a t i s t i c a l hypotheses w i l l be p r e s e n t e d . A summary o f t h e a n a l y s i s t e c h n i q u e s t h a t w i l l be u t i l i z e d t o t e s t t h e hypotheses w i l l a l s o be i n c l uded. An a n a l y s i s of t h e r e s u l t s of t h e s t u d y w i l l be c o nt ai n e d in Chapter IV. An a t t e m p t w i l l be made t o make t h e s e r e s u l t s meaning­ ful t o t h e r e a d e r and to s t a t e c o n c l u s i o n s conc er ni ng t he st ud y. Chapter V w i l l c o n s i s t o f an a t t e m p t t o summarize t h e d a t a . The v a s t f i e l d o f c h i l d r e n ' s l i t e r a t u r e l e a v e s much a r ea where r e l a t e d o r more s p e c i f i c r e s e a r c h may be done. Some recommendations f o r f u r t h e r r e ­ s e a r c h w i l l be c o n s i d e r e d . The appendix w i l l c o n t a i n c opi es o f communications and t he sur vey i n s t r u m e n t used i n t h i s s t u d y . Chapter II REVIEW OF LITERATURE An ext remel y l a r g e p o r t i o n o f l i t e r a t u r e r e l a t i v e t o t h e general a r e a o f c h i l d r e n ' s l i t e r a t u r e i s a v a i l a b l e f o r p e r u s a l . However, t h e l i t e r a t u r e r e l e v a n t t o s p e c i f i c s r e g a r d i n g t h e methods and c u r r e n t e f f e c t i v e p r a c t i c e s in c h i l d r e n ' s l i t e r a t u r e i s c o n s i d e r ­ a bl y l e s s voluminous. Moreover, an e x t e n s i v e se ar ch o f l i t e r a t u r e in t h e a r ea o f e d u c a t i o n a l s t u d i e s f a i l e d to r ev e a l s t u d i e s which p a r a l l e l e d , c l o s e l y enough, t h e s t u dy proposed h er e t o m e r i t compara­ t i v e a n a l y s i s . There a r e r e l a t e d p i e c e s o f r e s e a r c h and l i t e r a t u r e which should be examined t o p r ov i d e background in t h e a r e a t o be e x p l o r e d . They can be d i v i d e d i n t o t h e f o l l o wi n g c a t e g o r i e s : 1. General g u i d e l i n e s by which t o a s s e s s e x i s t i n g c h i l d r e n ' s l i t e r a t u r e c u r r i c u l a . ?. S t u d i e s o f a t t e m p t s t o a s s e s s e x i s t i n g c h i l d r e n ' s l i t e r a ­ t u r e c u r r i c u l a . 3. Research on t h e a l l o t m e n t of cl assr oom t ime given t o s t u d e n t s by t e a c h e r s f o r t he s t u dy o f c h i l d r e n ' s l i t e r a t u r e . 4. Research on t h e r e a d i ng h a b i t s o f s t u d e n t s , t e a c h e r s , and t h e gene r a l p o p u l a t i o n . 11 12 General G u i d e l i n e s by Which t o Assess E x i s t i n g C h i l d r e n ' s L i t e r a t u r e Curricula^ David Rus sel l s t a t e s , The b e s t means o f e v a l u a t i o n o f t h e success o f a school program i s n o t a s c o r e on a s t a n d a r d i z e d t e s t b u t r a t h e r t h e amount and q u a l i t y o f t h e m a t e r i a l s c h i l d r e n read. Implied in h i s s t a t e m e n t i s t h e i dea t h a t t h e u l t i m a t e goal s o f t he el e me n t a r y school l i t e r a t u r e program cannot be o b j e c t i v e l y t e s t e d . E a r l y and Odland concur in s t a t i n g , Studying t he e f f e c t s o f l i t e r a t u r e poses problems f o r r es e a r ch methodology, which i s s t i l l too si mpl e f o r such a complex pr o­ c e s s as a p p r e c i a t i o n . T h e r e f o r e , t he f i r s t need i s t o develop more a p p r o p r i a t e r e s e a r c h t e c h n i q u e s . 2 However, a t t e m p t s have been made t o e x p l o r e t h e a r ea of c h i l d r e n ' s l i t e r a t u r e programs t o e s t a b l i s h g u i d e l i n e s by which t o make v a l i d as sess ment s o f e x i s t i n g programs. One such s t u d y was done by Irwin. In her s t u d y she devi sed a c h e c k l i s t f o r e v a l u a t i n g el ement ar y school l i t e r a t u r e programs. The c h e c k l i s t was designed i n two p a r t s : p a r t one t o a s s i s t in t h e e v a l u a t i o n o f a b u i l d i n g o r system l i t e r a t u r e program and p a r t two t o a i d t h e i n d i v i d u a l t e a c h e r i n e f f o r t s to a s s e s s t h e e d u c a t i o n a l o f f e r i n g s in h i s o r h e r cl assr oom. Irwin d i s c u s s e s a v a l i d p o i n t concer ning t h e gene ra l i n a b i l i t y t o a s s e s s some p e r t i n e n t f a c t o r s in t h e t e a c h i n g o f l i t e r a t u r e : ^David H. R u s s e l l , C h i l d re n Learn t o Read, (Boston: Ginn and Co. , 1961), p. 362. 2 Margaret Ea r l y and Norine Odland, " L i t e r a t u r e in t h e Elemen­ t a r y and Secondary S c h o o l s , " Review o f Educat i onal L i t e r a t u r e , 37, (1967), p. 184. 13 However, t h e e v a l u a t i o n shoul d not overlook a most s i g n i f i c a n t f a c t o r . This f a c t o r . l i k e t he u l t i m a t e aims o f a r ead i n g program, i s not amenable t o o b j e c t i v e t e s t i n g . Behind each good program must be an e n t h u s i a s t i c cl assr oom t e a c h e r with a wide knowledge o f c h i l d r e n ' s l i t e r a t u r e as a d i s t i n c t c a t e g o r y o f c h i l d r e n ' s books u t i l i z i n g t e c h n i q u e s which i n s p i r e r a t h e r than p r e s c r i b e . 3 . . Per hap s , one r eason f o r t h e d e a r t h o f r e s e a r c h in t h e a r ea o f as sess ment o f c h i l d r e n ' s l i t e r a t u r e programs i s what J e n k i n s a l l u d e s to when he e l u c i d a t e s , U n f o r t u n a t e l y , l i t e r a t u r e f o r c h i l d r e n i s not c o n s i d e r e d one o f t h e a r t s as a r e r e a d i n g , s p e l l i n g , and h an dwr i t i n g a t t h e e l e ­ mentary l e v e l , o r l i t e r a t u r e and composition a t t h e s e n i o r high l e v e l He f u r t h e r s t a t e s , In rqy a r e a o f primary i n t e r e s t , t h e el ementary s c h o o l , readi ng and l i t e r a t u r e a r e not only viewed as s e p a r a t e e n t i t i e s , they a r e a l s o unequal ; l i t e r a t u r e i s t h e l e s s e r l i g h t . 5 Another reason f o r t h e s h o r t a g e o f general g u i d e l i n e s f o r a c t i o n r e s e a r c h in t h e a r ea o f c h i l d r e n ' s l i t e r a t u r e i s t he r e a l i t y t h a t much o f t o d a y ' s l i t e r a t u r e f o r c h i l d r e n i s being produced f o r t he f a c t - f i n d i n g needs o f c h i l d r e n . In doing so, p u b l i s h e r s a r e givi ng many c h i l d r e n a l t e r n a t i v e s to r ead i n g f o r p l e a s u r e . Per haps, r i g h t l y s o , f o r as Jacobs s t a t e s , •s Martha E. I rwi n, " E v a l u a t i n g Elementary L i t e r a t u r e Programs," Elementary E n g l i s h , 40, (December, 1963), pp. 846-49. ^William A. J e n k i n s , "Reading S k i l l s in Teaching L i t e r a t u r e in t h e Elementary School, " Elementary E n g l i s h , 41, (November, 1964), p. 781. 5I b i d . , p. 780. 14 From n ur s e r y school and k i n d e r g a r t e n through s e n i o r high school s c i e n c e , mat hemat i cs, o r i n d u s t r i a l a r t s , t he l e a r n e r should be a b l e to t u r n t o h i s t e a c h e r s f o r guidance in r eadi ng beyond t h e textbook m a t e r i a l in use.® In e s s e n c e , t h e " p l e a s u r e r eadi ng" a s p e c t o f c h i l d r e n ' s l i t e r a t u r e can become so deepl y entwined with t h e " i n f o r m a t i o n a l " a s p e c t o f c h i l d r e n ' s l i t e r a t u r e t h a t i t may be d i f f i c u l t to s e p a r a t e t h e pure t e a c h i n g of l i t e r a t u r e from o t h e r cur r i cul um f i e l d s such as s c i e n c e , mat hemat i cs, r e a d i n g ( s k i l l s i n s t r u c t i o n ) , h e a l t h , e t c . In speaking t o t h i s p o i n t , Huck s t a t e s , We have no l i t e r a t u r e program in t he el e me nt a r y school when we compare i t with our c a r e f u l l y planned developmental programs in r e a d i n g , s p e l l i n g and a r i t h m e t i c . 7 William J . I v e r s o n , o f S t a n f o r d U n i v e r s i t y , s t a t e s i t i s t r u e t h a t "we a r e j u s t beginning t o have a program i n c h i l d r e n ' s l i t e r a t u r e in t he el eme nt ar y school" and f e e l s s t r o n g l y t h a t our lack o f a w e l l - d e f i n e d program i s because " t h e d i s t i n c t i o n between e x p o s i t o r y and O l i t e r a r y uses o f language has been i g n o r e d , ” He s t a t e s t h a t readi ng i n s t r u c t i o n in el e me n t a r y school i s b a s i c but i n d i v i d u a l r e a d i n g s k i l l s must be t a u g h t f o r each d i s c i p l i n e in t h e c u r r i c u l u m . L i t e r a t u r e i s Leland B. J a c o b s , "The I nd i v i d ual and His World o f Books," Readings on Reading I n s t r u c t i o n , e d . . A l b e r t J . H a r r i s , (New York: David McKay Co. , I n c . , 1963), p. 344. ^ C h a r l o t t e S. Huck, "Planni ng the L i t e r a t u r e Program f o r t he Elementary S ch o o l , " Elementary E n g l i s h , 36, ( A p r i l , 1962), p. 307. O William J . I ve r s on , What Has Happened t o C h i l d r e n ' s L i t e r a - t u r e ? , ( Bet hesda, Maryland: ERIC Document Reproduction S e r v i c e , ED 085 768, 1971), p. 4. 15 one o f t h o s e unique s k i l l s , t h e r e f o r e , as I ver s on s t a t e s , "We must have a planned program and t each c h i l d r e n t h e readi ng competencies which w i l l r e s u l t in l a s t i n g a p p r e c i a t i o n . " g In summary, t he e f f o r t t o e x p l o r e t he l i t e r a t u r e in sear ch o f general g u i d e l i n e s by which to a s s e s s e x i s t i n g c h i l d r e n ' s l i t e r a ­ t u r e c u r r i c u l a was g e n e r a l l y unrewarded f o r s e v e r a l r e a s o n s . One reason which was r e p e a t e d in the l i t e r a t u r e was t h a t i t i s hard t o o b j e c t i v e l y t e s t the e f f e c t i v e n e s s of a c h i l d r e n ' s l i t e r a t u r e program with our a v a i l a b l e t e s t i n g d e v i ce s . I t i s a complex pr oces s f o r t h e simple t e s t i n g methodology we now p o s s e s s . We d e s p e r a t e l y need b e t t e r r e s e a r c h techni ques a l t h o u g h e f f o r t s have been made t o give g u i d e l i n e s in t h e a r e a . Granted, even t h e s e g u i d e l i n e s have shortcomings in t h a t t h e r e a r e s t i l l some i n t a n g i b l e s such as t e a c h e r knowledge and ent husiasm which a r e d i f f i c u l t t o s u b s t a n t i a t e in p r a c t i c e . Another reason f o r t h e lack o f a v a i l a b l e l i t e r a t u r e is t he f a c t t h a t c h i l d r e n ' s l i t e r a t u r e i s not r e c o g n i ze d as a d i s c i p l i n e worthy o f equal s t a t u s w i t h mathematics, s c i e n c e , h a n d w r i t i n g , r ea d i ng s k i l l s , and h e a l t h . I t i s g e n e r a l l y r eg ar ded as s u b o r d i n a t e t o r eadi ng s k i l l s i n s t r u c t i o n in t h e el eme nt ar y school c u r r i c u l um. Hand in hand with t h e s e l i m i t a t i o n s i s t h e Tact t h a t t h e c h i l d r e n ' s l i t e r a t u r e c u r r i c u l u m i s being i n t e g r a t e d i n t o t he general el eme nt ar y cur r i cul um. Much o f t he l i t e r a t u r e p o i n t s t o a need f o r a planned c h i l d r e n ' s l i t e r a t u r e program a l t h o u g h planned programs a r e , a t t h i s p o i n t in t i m e , j u s t becoming a r e a l i t y in t h e el ementar y school c u r r i c u l u m. 9 I b i d , , p. 6. 16 S t u d i e s of Attempts t o Assess E x i s t i n g C h i l d r e n ' s L i t e r a t u r e C u r r i c u l a There a r e few s t u d i e s which have made an a t t e m p t t o e v a l u a t e t h e worth o f e x i s t i n g l i t e r a t u r e programs, in e l eme n t a r y s c h o o l s . One such s t u d y , which h el pe d f o s t e r t h e i dea f o r t h i s s t u d y , i s one completed by Maryanne Hall in which she sampled 84 s t u d e n t t e a c h e r s f o r t h e i r r e a c t i o n s t o a q u e s t i o n n a i r e r e g a r d i n g t h e s i t u a t i o n s i n t h e c l a s s r o o m s , l i b r a r i e s , and sc hools where t he y t a u g h t . Hall found t h a t , ac c o r d i n g t o s t u d e n t t e a c h e r s ' r e s p o n s e s : 1. Only 48 p e r c e n t o f t h e s u p e r v i s i n g t e a c h e r s read t o t h e i r c l a s s e s d a i l y . 2. Only 63 p e r c e n t o f t h e s u p e r v i s i n g t e a c h e r s read t o t h e i r c l a s s e s a t l e a s t once a week. 3. Space was provided f o r a " L i b r a r y Corner" in 43 p e r c e n t of the c l as s r o oms . 4. S u p e r v i s i n g t e a c h e r s r e a d t o c h i l d r e n a t a r e g u l a r l y s c hed ul e d time in 45 p e r c e n t o f t h e c l as s r o oms . 5. S u p e r v i s i n g t e a c h e r s read t o c h i l d r e n only i f t h e r e was f r e e time in t h e school day in 33 p e r c e n t o f t he cl assr o oms. 6. S u p e r v i s i n g t e a c h e r s ' s e l e c t i o n s f o r r e a d i ng aloud r e f l e c t e d a planned l i t e r a t u r e program in 24 p e r c e n t o f t h e c l as s r oo ms . 7. Time f o r independent r e a d i ng was provided every day in 52 p e r c e n t o f t he cl as s r oo ms . 8. Time was provided f o r independent r ead i n g f o r i n d i v i d u a l s only when a s s i g n e d work was f i n i s h e d in 50 p e r c e n t o f the cl as s r o oms . 9. Ch i l d r e n were r e q u i r e d t o do a s p e c i f i e d number o f book r e p o r t s in 18 p e r c e n t o f t h e cl as s r oo ms . Among o t h e r r e a c t i o n s t o t h i s r e s e a r c h Hall s t a t e s , 17 The d a t a i n d i c a t e t h a t i n many o f t h e cl assr ooms surveyed t h e r e a r e d e f i c i e n c i e s in t h e e x p e r i e n c e s provided with c h i l d r e n ' s l i t e r a t u r e and r e c r e a t i o n a l r e a d i n g . Many t e a c h e r s s e l e c t e d t o work wi t h s t u d e n t t e a c h e r s do n o t o f f e r e x p e r i e n c e s which would l e ad t o a goal o f enjoyment o f r e a d i n g . I f c h i l d r e n do become e n t h u s i a s t i c r e a d e r s , t h e ent husi as m i s not a r e s u l t o f a conscious e f f o r t t o produce t h a t i n t e r e s t through planned c u r r i c u l u m e x p e r i e n c e s . , Q H a l l ' s s t u dy has i mp o r t a n t i m p l i c a t i o n s in r eg ar d t o how t e a c h e r s use l i t e r a t u r e in t h e cl as sr oom. I t i s e v i d e n t t h a t l i t t l e e f f o r t has been made by some t e a c h e r s to g i v e s t r u c t u r e t o t h e el eme n t a r y school l i t e r a t u r e program. I t i s i mpo r t a n t t h a t a l i t e r a t u r e program have g u i d e l i n e s f o r i t s use. B i s s e t t s t a t e s t h a t l i t e r a t u r e cannot p r ovi de a l l t he p o t e n t i a l wor t hwhi l e a c t i v i t i e s f o r c h i l d r e n , " i f e x p e r i e n c e with books c o n t i n u e s t o be on a h i t - a n d - m i s s b a s i s , o r ( i s ) r e s e r v e d as a t r e a t f o r 'good boys and g i r l s . ' Cohen s t u d i e d low a c h i e v i n g , " s o c i a l l y d i s a dv ant a ged " s t u d e n t s in New York City and f ound, a f t e r an e i g h t month p e r i o d , t h a t s t u d e n t s wi t h a pl a nned, d a i l y l i t e r a t u r e e x p e r i e n c e showed an i n c r e a s e in gr oss v oca b u l a r y, word knowledge, q u a l i t y o f v oc a b u l a r y, and r eadi n g comprehension, compared to s t u d e n t s who were given l i t e r a ­ t u r e as an " o c c a s i o n al t r e a t . " No s i g n i f i c a n t d i f f e r e n c e s were noted ^Maryanne H a l l , " L i t e r a t u r e Experiences Provided by Cooperating T e a c h e r s , " Reading T e a c h e r , 24 ( F e br u a ry , 1971), pp. 425-31. ^ D o n a l d J . B i s s e t t , The Usef ul ness o f C h i l d r e n ' s Books in t he Reading Program S e s s i o n , ( Be t he s d a , Maryland: ERIC Document Reproduction S e r v i c e , ED 085 878, May, 1969), p. 5. 18 in word d i s c r i m i n a t i o n as t e s t e d on t h e Metropol itan Reading Achieve­ ment T e s t . Cohen's conc lusions were t h a t reading aloud to c h i l d r e n i s an i mpor tant c o n t r i b u t o r t o young c h i l d r e n ' s t r a n s i t i o n from comprehension of oral language to t h e use o f symbols in reading. I t was a l so concluded t h a t vocabulary l e a r n i n g s with slow c h i l d r e n appear to happen s u c c e s s f u l l y in t he meaningful c o nt ext o f s t o r y r eadi ng , t h a t l e v e l s o f competency of reading seem t o be dependent on f a c i l i t y o f oral language and word meaning. Cohen's study was done with " s o c i a l l y disadvantaged" s t u d e n t s b u t t h e r e i s no reason to b e l i e v e t h a t one might expect d i f f e r e n t f i n d in g s with a l e s s disadvantaged sample. 12 This study gives credence t o t h e p o s t u r e of s uppor t er s o f t he planned l i t e r a t u r e program in t h e elementary schools. B i s s e t t s t u d i e d t h e reading h a b i t s of advantaged c h i l d r e n and found t h a t although t h e i r reading s k i l l s were above na t i o na l norms, the c h i l d r e n r ead, on t h e average, only about h a l f a book a week. When books were placed in the classroom, t he number of books read v o l u n t a r i l y inc r e ase d by f i f t y p e r c e n t . In a d d i t i o n , s t u d e n t s and t e a c h e r s gave recommendations con- cerni ng books and the number of books read was t r i p l e d . 13 12 Dorothy Cohen, “The E f f e c t o f L i t e r a t u r e on Vocabulary and Reading Achievement," Elementary En g l i s h , 45, (February, 1968), pp. 209-13. 1 3 B i s s e t t , The Usefulness of C h i l d r e n ' s Books in the Reading Program S e s s i o n , p. 9. 19 Another s t u dy which a t t em p t s t o deal w i t h t he as s e s s me nt of e x i s t i n g c h i l d r e n ' s l i t e r a t u r e c u r r i c u l a i s one by Lewis M i l l e r in which he i d e n t i f i e d f o u r b a s i c t e a c h e r competencies f o r f o s t e r i n g i n t e r e s t in books. They i n c l u d e : (1) a knowledge o f a wide range of c h i l d r e n ' s books, (2) a knowledge o f c h i l d r e n ' s i n t e r e s t s , (3) a knowledge o f how t o s e t t he s t a g e f o r t h e love o f r e a d i n g , and (4) a s e n s i t i v i t y t o what d i s t i n g u i s h e s a good book from a mediocre o r poor one. M i l l e r then compared t h e d i f f e r e n c e s in t h e r e p o r t i n g o f t he amount o f books r ea d and " r e a l l y l i k e d " between c l a s s e s whose t e a c h e r s ranked high in t h e performance o f t he f o u r s e l e c t e d competencies and p r a c t i c e s l i s t e d above and t h o s e c l a s s e s whose t e a c h e r s ranked low. The c l a s s e s o f t he two high ranked t e a c h e r s had a t o t a l c l a s s average of 3. 4 and 2 . 3 books per s t u d e n t r e p o r t e d read and " r e a l l y l i k e d " . The c l a s s e s o f t h e low ranked t e a c h e r s r e p o r t e d a v e r a ge s of 1.2 and 1.3 read with enjoyment. This gi ves evi dence t h a t t he t e a c h e r has d e f i n i t e impact on r eadi ng h a b i t s and en t h us i as m toward r e a d i n g . However, a c co r di ng t o M i l l e r ' s s t u d y , t e a c h e r s could improve on t h e i r competencies in t h e f i e l d . He found some t e a c h i n g p r a c t i c e s were r e ­ p o r t ed t o be v i r t u a l l y n e g l e c t e d by t h e s i x t e e n t e a c h e r s in t h i s s t u d y . Among t he s e were using p r o f e s s i o n a l s e l e c t i o n a i d s and book r e v i e ws , communication with p a r e n t s , c r e a t i o n o f a room environment which gives evidence t h a t r eadi ng good books i s i m p o r t a n t , and using 20 a u d i o - v i s u a l a i d s f o r l i t e r a t u r e pu r po ses. 14 Based on t h i s evi dence i t i s only c o n j e c t u r e as t o what degree t h e l i t e r a t u r e programs of both t h e t e a c h e r s with s p e c i f i c competencies and t h o s e l a c k i n g t he s p e c i f i c competencies might be improved. I t could be r eas on abl y assumed, however, t h a t improvement might be found i f t e a c h e r e f f o r t s in t h o s e a r e a s l i s t e d above were i n c r e a s e d . The i mp o r t a nt f a c t o r o f a planned l i t e r a t u r e cu r r i c u l u m i s not in how i t i s developed but i f i t i s developed. A s t u dy worthy of note i s t h a t o f Howard Backous. In hi s s t u dy he determined t h a t t h e time p a t t e r n o f p r e s e n t a t i o n was not c o n s i s t e n t l y s i g n i f i c a n t , i . e . , one time p a t t e r n o f or al p r e s e n t a t i o n cannot be d e c l a r e d s u p e r i o r t o a n o t h e r . In t h e s t u d y one group had l i t e r a t u r e p r e s e n t e d t o them o r a l l y in f o u r p e r i o d s o f f i v e minutes in a week, a n o t h e r had p r e s e n t a ­ t i o n s o f two p e r i o d s o f t e n minutes each in a week, and s t i l l a n o t h e r had one p e r i o d o f p r e s e n t a t i o n which amounted to twenty minutes dur i n g a week. 15 Per h aps , as s t a t e d , t h e e x i s t e n c e o f a planned l i t e r a t u r e program may be more i mp o r t a n t than t h e n a t u r e o f i t s i n t e r n a l s t r u c t u r e . In summary, t h e review o f l i t e r a t u r e r e g a r d i n g t h e assessment o f e x i s t i n g c h i l d r e n ' s l i t e r a t u r e programs in sc hools has brought about 14 Lewis M i l l e r , " F o s t e r i n g I n t e r e s t in C h i l d r e n ' s L i t e r a t u r e : S e l e c t e d T ea c h e r s ' P r a c t i c e s and Competencies," D i s s e r t a t i o n A b s t r a c t s I n t e r n a t i o n a l , 30 (August, 1969), pp. 497A-98A. 15 Howard Backous, "A Study o f Elementary School C h i l d r e n ’s I n t e r p r e t a t i o n o f L i t e r a t u r e Under Various P a t t e r n s o f P r e s e n t a t i o n , " D i s s e r t a t i o n A b s t r a c t s I n t e r n a t i o n a l , 27, (March, 1967), p. 3004A. 21 some i n t e r e s t i n g c o n c l u s i o n s . F i r s t , t h e p r e v a i l i n g need f o r a planned c h i l d r e n ' s l i t e r a t u r e program pervades t h e l i t e r a t u r e e i t h e r in a d i r e c t o r impl i ed manner. S t u di ed c i t e d i n d i c a t e d t h a t i f they a r e indeed I n d i c a t i v e o f p r e v a l e n t p r a c t i c e in t h e f i e l d , t h e r e i s general lack o f pl anni ng and s t r u c t u r e in t h e c h i l d r e n ' s l i t e r a t u r e c u r r i culum. Second, i t was concluded t h a t a planned program which in c l u des r eadi ng aloud t o c h i l d r e n i s b e n e f i c i a l t o reading i n s t r u c t i o n as well as f o s t e r i n g i n t e r e s t in r e a d i n g f o r p l e a s u r e when t e a c h i n g s o c i a l l y d i s a dvant a ged c h i l d r e n . A r e l a t e d c o n c l u s i o n was t h a t w i t h above average c h i l d r e n in r e a d i n g , a v a i l a b l e r e a d i ng m a t e r i a l , and d i s c u s s i o n s concerning books would most l i k e l y i n c r e a s e s t u d e n t e f f o r t s in r e a d i ng . A t h i r d con c l u si o n reached was t h a t evidence i n d i c a t e s t h a t t e a c h e r s ar e d e f i n i t e l y i m p o r t a n t in f o s t e r i n g i n t e r e s t in r eadi ng but have overlooked many v a l u a b l e t e a c h i n g t e c h n i q u e s in p r a c t i c e which would reap s u b s t a n t i a l b e n e f i t s i f put t o use. F i n a l l y , evidence i n d i c a t e s t h a t t h e planned l i t e r a t u r e pro­ gram can t a k e d i v e r s e forms b u t t he c r u c i a l q u e s t i o n i s , " I s t h e r e a planned c h i l d r e n ' s l i t e r a t u r e program in t h e el ementar y school ?" not "What form does t h e c h i l d r e n ' s l i t e r a t u r e program t a k e in t h e el ementary s c h o o l ?" Research on t h e Al lotment o f Classroom Time Given t o S t u d en t s by Teachers f o r t h e Study o f C h i l d r e n ' s L i t e r a t u r e Very few s t u d i e s were found in r e g a r d t o s p e c i f i c r e s e a r c h in t h e a r e a o f cl assr oom time a l l o t t e d to t h e s t udy o f c h i l d r e n ' s l i t e r a t u r e . In a d d i t i o n , t h e s t u d i e s o r a r t i c l e s on t h i s s u b j e c t l acked s p e c i f i c i t y . 22 One o f t h e b e s t s t u d i e s was t h a t o f Maryanne Ha l l . This study was mentioned p r e v i o u s l y in a s e c t i o n o f t h i s p a p e r, however, i t me r i t s a d d i t i o n a l d i s c u s s i o n f o r i t d e a l s with t h e time a l l o t m e n t s given by e i g h t y - f o u r s u p e r v i s i n g t e a c h e r s t o t h e t e a c h i n g o f c h i l d r e n ' s l i t e r a ­ t u r e . Because they a s s i s t in t h e t r a i n i n g o f f u t u r e t e a c h e r s , i t might be assumed t h a t t h e s e s u p e r v i s i n g t e a c h e r s were p r o f e s s i o n a l l y competent, i f not p r o f e s s i o n a l l y o u t s t a n d i n g . The f i n d i n g s o f H a l l ' s s t u d y i n d i c a t e t h a t t h e s e t e a c h e r s , g e n e r a l l y , d i d not read t o t h e i r s t u d e n t s e v e r y day (48 p e r c e n t d i d ) , di d not r ead t o t h e i r s t u d e n t s a t a r e g u l a r l y schedul ed time (45 p e r c e n t d i d ) , d i d not p r ov i d e a r eg u ­ l a r p e r i o d f o r booksharing a c t i v i t i e s (36 p e r c e n t d i d ) , di d n o t encourage w r i t t e n r e a c t i o n t o books such as r e v i e w s , c h a r a c t e r s k e t c h e s , and d i f f e r e n t endi ngs (30 p e r c e n t d i d ) , and did not encourage c h i l d r e n t o i n t e r p r e t l i t e r a t u r e through d r ama t i c s (46 p e r c e n t d i d ) . This i n v e s t i ­ g a t i o n a l s o r e v e a l e d only 63 p e r c e n t o f t h e t e a c h e r s read t o t h e i r s t u d e n t s a t l e a s t 1 t o 2 times a week and only 24 p e r ce n t o f t h e t e a c h e r s who read aloud made s e l e c t i o n s t h a t r e f l e c t e d a planned l i t e r a ­ t u r e program in t h e opinion o f t h e s t u d e n t t e a c h e r in t h a t s u p e r v i s i n g t e a c h e r ' s cl assr oom. Also noted was t h e f a c t t h a t only 52 p e r c e n t o f t he t e a c h e r s provided time f o r independent r e a d i n g by s t u d e n t s and one t h i r d of t h e t e a c h e r s read t o c h i l d r e n only i f t h e r e was f r e e time a v a i l a b l e in t h e school d a y . ^ 1 fi H a l l , " L i t e r a t u r e Experiences Provided by Cooperat i ve T e a c h er s , " pp. 427-8. 23 These f i n d i n g s do not speak well o f t h e e x i s t i n g s t a t u s o f a planned l i t e r a t u r e program in t h e el ementar y s c h o o l . There a r e many p i e c e s o f p r o f e s s i o n a l l i t e r a t u r e t h a t cover c e r t a i n g u i d e l i n e s f o r t h e a l l o t m e n t o f time 1n t h e classroom f o r t he t e ac h i n g o f c h i l d r e n ' s l i t e r a t u r e . One o f t h e s e by Helen Huus s t a t e s seven p o i n t s t h a t w i l l h el p c h i l d r e n f i n d t h e i n f or ma t i on t he y want or o b t a i n p l e a s u r e from books: 1. Teach c h i l d r e n t o read e a s i l y and w e l l . 2. Make books a v a i l a b l e on many l e v e l s and many t o p i c s . 3. Promote books a c t i v e l y , and have c h i l d r e n promote books. 4. Read t o c h i l d r e n some t ime everyday, i f onl y f o r a few minutes. 5. Have p u p i l s s h a r e t h e i r r e a d i ng . 6. Let p u p i l s f i l l in a " r ea d i n g d e s i g n . " 7. And l a s t , b u t r e a l l y paramount, read y o u r s e l f . 17 In t h i s same realm, Walker gives s i x p o i n t s as t o how l i t e r a ­ t u r e c o n t r i b u t e s t o t h e goals o f el e me n t a r y e d u c a t i o n : 1. The school aims t o meet t h e needs o f i n d i v i d u a l p u p i l s . 2. The school aims t o p r o v i d e a l e a r n i n g program which w i l l u t i l i z e t h e n a t u r a l i n t e r e s t s of i t s p u p i l s . 3. The school aims t o p r o v i d e s o c i a l l y s a t i s f y i n g e x p e ri e n c e s f o r i t s c h i l d r e n and to develop in i t s p u p i l s wider s o c i a l u n d e r s t a n d i n g s . 4. The school aims t o g i v e each c h i l d s e l f - i n s i g h t . 17Helen Huus, Helping Ch i l dr e n Turn t o Reading f o r Informa­ t i o n and Enjoyment, ( Be t h e s d a , Maryland: ERIC Document Reproduction S e r v i c e , "ED 011 833, May, 1967), pp. 1-12. 24 5. The school aims t o give each c h i l d knowledge and a p p r e c i a t i o n o f h i s c u l t u r a l h e r i t a g e . 6. The school aims t o s t i m u l a t e and f o s t e r c r e a t i v e e x p r e s s i o n . 18 This o f f e r s a good s e t of aims f o r t h e e l e me nt a r y c h i l d r e n ' s l i t e r a t u r e program. S p e c i f i c a l l y , Walker concurs with t h e need f o r a planned program. She s t a t e s , Where l i t e r a t u r e i s inc l u d ed in t h e program only when i t c o r r e l a t e s w i t h s u b j e c t s r e c e i v i n g major emphasis, o r when a s p e c i a l oc c a s i on a r i s e s to which i t might make a c o n t r i b u ­ t i o n , o r when a pupi l b r i n g s in a book and urges t h e t e a c h e r t o read i t t o t he c l a s s , c h i l d r e n l o s e t h e b e n e f i t s which a r e d e r i v e d from a w e l l - p l a n n e d , t h o u g h t f u l l y o r g a n i z e d body of l i t e r a t u r e e x p e r i e n c e s .19 A very i mp o r t a n t a s p e c t o f a planned l i t e r a t u r e program i s the amount o f time t h a t should be a l l o t t e d t o c h i l d r e n e ve r y day t o read books o f t h e i r c h o i c e . Huck recommends t h i s h i g h l y . She b e l i e v e s t h a t t h i s time should be a l l o t t e d d a i l y r e g a r d l e s s o f t h e age o f t h e group f o r "We know t h a t most c h i l d r e n ' s r e a d i ng a b i l i t y does not equal t h e i r a p p r e c i a t i o n l e v e l u n t i l some time i n t he j u n i o r high s c h o o l . " 20 Anderson ag r ee s with Huck's i d e a s . In s u b s c r i b i n g t o t he concept t h a t t e a c h e r s shoul d read t o c h i l d r e n , he s t a t e s , There a r e many books t h a t c h i l d r e n enjoy and need t o know b e f o r e t he y have ac h i ev e d t h e a b i l i t y t o read them i nd e ­ p e n d e nt l y . The i s f a r ahead o f r e a d i ng ' e a r l i t e r a c y ' ^®Edith Walker, "What i s t h e Role o f C h i l d r e n ' s L i t e r a t u r e in t he Elementary S ch oo l ? " , Elementary E n g l i s h , 41, (May, 1964), pp. 458-9. 19I b i d . , p. 460. 20 Huck, "Pl anni ng t h e L i t e r a t u r e Program f o r t h e Elementary School , " p. 311. 25 l i t e r a c y t hr o u g h o u t t he el e me n t a r y s c hool . But more than t h e c h i l d ' s lack o f a b i l i t y t o read j u s t i f i e s r ead i n g aloud t o c h i l d r e n . Shared e x p e r i e n c e s a c t as b r i d g e s between t h o s e i n v o l v e d . 21 G r o f f , a l t ho u gh adv o c a t i ng a n o n - s t r u c t u r e d approach t o the t e a c h i n g o f c h i l d r e n ' s l i t e r a t u r e , concurs with t h e f e e l i n g s o f Huck and Anderson toward r e a d i ng al oud to c h i l d r e n . He s t a t e s t h a t in a n o n - s t r u c t u r e d approach, t e a c h e r s a t a l l grade l e v e l s would do much r ead i ng al oud o f c h i l d r e n ' s l i t e r a t u r e . 22 Yvett e Schmitt and S i s t e r Mary Nora s t a t e t h a t , Reading al oud i s t h e most si mp l e and obvious method of i n t r o d u c i n g t o c h i l d r e n t h e b e s t in l i t e r a t u r e , f o r only t h e b e s t d es er ves t o be read aloud and i t i s only t h e b e s t t h a t can s t a n d t h e t e s t . 23 Again we f i n d a s s e n t among e x p e r t s in t h e i r s t a t e m e n t , "A time f o r h e a r i n g s t o r i e s o r poet r y sh o ul d be s e t a s i d e each day w i t h o u t f a i l and c h i l d r e n should know and e x p e c t t h i s . " 24 Another a s p e c t o f t h e s t u d y o f c h i l d r e n ' s l i t e r a t u r e and i t s use in t h e cl assroom i s t h e method o f r e p o r t i n g and t h e need f o r r e ­ p o r t i n g and s h a r i n g r e a d i ng e x p e r i e n c e s . Schmitt and S i s t e r Mary Nora 21 Paul S. Anderson, Language S k i l l s in Elementary E d u c a t i o n , (New York: The Macmillan Company, 1964), p. 284. ^ P a t r i c k G r o f f , "The N o n - S t r u c t u r e d Approach to C h i l d r e n ’s L i t e r a t u r e , " Elementary School J o u r n a l , 70, (March, 1970), p. 311. 23 Yvette Schmit t and S i s t e r Mary Nora, "What Are Some Meaning­ f ul Experiences wi t h L i t e r a t u r e ? , " Elementary E n g l i s h , 44, (May, 1964), p. 500. 2 4 I b i d . , p. 5 0 1 . 26 s t a t e t h a t , "Book r e p o r t i n g should not be a chore which d i mi n i s h e s a c h i l d ' s p l e a s u r e in h i s approach t o r e a d i n g . " They f e e l t h a t r e p o r t ­ ing can be done in a f a s h i o n u n l i k e t r a d i t i o n a l and formal book r e - . . viewing. 25 Anderson s t a t e s t h a t ac c o r d i n g t o sur veys o f s t u d e n t s as t o t h e i r l i k e s and d i s l i k e s in language c l a s s e s , t h e items most f r e q u e n t l y l i s t e d as l e a s t p r e f e r r e d i s book r e p o r t i n g . He s t a t e s t h a t t h e r e a r e s p e c i f i c r easons f o r t h i s . Among them a r e r easons such a s : (1) p r e s c r i b i n g a s e t number o f book r e p o r t s o r reviews in a s e t p e r i o d , (2) use o f t h e book r e p o r t t o check i f a c h i l d r ead t h e book, and (3) use o f r ecor d keeping which puts a premium on number of books read. He s t a t e s t h e r e a r e many wort hwhi le purposes o f book r e p o r t s : 1. Reports a r e a way o f l e a r n i n g from t h e r eadi ng o f o t h e r s . 2. Reading can be mo t i v at e d by a r e p o r t . 3. Reports meet a s o c i a l need. 4. S p e c i f i c s need t o be n o t i c e d f o r complete a p p r e c i a t i o n . 5. Reports give r e c o g n i t i o n t o c h i l d r e n . 6. Reports t e l l t h e t e a c h e r about t h e c h i l d ' s i n t e r e s t and needs. 26 G r o f f , in h i s d i s c u s s i o n of t h e n o n - s t r u c t u r e d approach t o t he t e ac h i n g o f c h i l d r e n ' s l i t e r a t u r e , i n f e r s t h a t t h e r e i s a need f o r formal r e p o r t i n g i n t h i s appr oach, 25I b i d . , p. 506. 26 Anderson, Language S k i l l s in Elementary E d u c a t i o n , p. 291. Ways t o r e p o r t o r s h a r e , verbal o r n o n - v e r b a l , must be o u t l i n e d f o r c h i l d r e n , o r worked out with them, though t h e c h i l d r e n themsel ves s e l e c t , from a v a i l a b l e m a t e r i a l , what they wish t o read and read i t a t t h e i r own p a c e . 27 Another a u t h o r i t y who recommends t h e use o f t h e book r e p o r t i s Huus. As one o f h e r seven p o i n t s mentioned p r e v i o u s l y t o h el p c h i l d r e n enj oy books, she mentions t h a t c h i l d r e n should s h a r e t h e i r r e a d i n g . This can be done in s e v e r a l ways. Chi l dr e n can t e l l a p a r t o f a s t o r y , o r have a panel d i s c u s s i o n o f a book, o r g i v e book r e p o r t s o f v a r i o u s t y p e s , some o f t h e s e t ypes bei ng (1) t h e r e g u l a r w r i t t e n r e p o r t , (2) a r e p o r t on why not t o read a book, (3) a book r e p o r t t h a t i s i n t h e form o f a cover o f a book with a surrmary o f t he book and n o t e s on t h e a u t h o r i n s i d e t h e c o ve r , {4) an a d v e r t i s e m e n t about a book, (5) a book c a t a l o g f o r summer r e a d i n g , (6) a d i s c u s s i o n wi t h t h e t e a c h e r about a book they have both r e a d , (7) an a r t media p r e s e n t a t i o n about a book, e . g . , a puppet show, dr awings, a diorama, a mural, o r a s c u l p t u r e , and (8) a d r a m a t i z a t i o n o r choral speaking p r e s e n t a t i o n This i s more s u p p o r t i v e e v i d ence t h a t book r e p o r t i n g i s a v a l u a b l e and v i a b l e p a r t o f t h e c h i l d r e n ' s l i t e r a t u r e c u r r i c u l u m . Cooper, i n h e r s u g g e s t i o n s f o r i n t e g r a t i n g t h e use o f c h i l d r e n l i t e r a t u r e i n t o t h e t o t a l program in t h e el eme nt ar y school me n t i on s, p. 315. 27 28 G r o f f , "The No n- St r uct ur ed Approach t o C h i l d r e n ' s L i t e r a t u r e Huus, "Helping C h i l d re n Turn t o Reading f o r I nf or mat i on and Enjoyment," pp. 10-11. 28 among o t h e r p o i n t s , t h a t t e a c h e r s should c o n s i d e r as a s u g g e s t i o n t h a t t h e y , "Provide o p p o r t u n i t i e s f o r s h a r i n g ( u s i n g ) f r e q u e n t , v a r i e d and c r e a t i v e methods." 29 There a r e some e d u c a t o r s in t h e f i e l d who d i s c o u n t t h e im­ p o r t a n c e o f t h e t r a d i t i o n a l book r e p o r t . In t h e study by Hall i t was found t h a t only 15 out o f 84 t e a c h e r s r e q u i r e d t h e c h i l d r e n do s p e c i ­ f i e d number o f book r e p o r t s . This i s only 18 p e r c e n t . There was a l s o evi dence t h a t c h i l d r e n di d not do o t h e r more c r e a t i v e b o o k- s h a r i n g a c t i v i t i e s with f re quency. Hall s t a t e s , Perhaps t h e lack o f r e p o r t i n g i s an ad va n t age s i n c e s t a n d a r d book r e p o r t s can be d i s t a s t e f u l t o c h i l d r e n . The l a c k of a t t e n t i o n to c r e a t i v e a c t i v i t i e s may be i n d i c a t i v e o f l i t t l e c o r r e l a t i o n between l i t e r a t u r e and o t h e r language a r t s a c t i v i ­ t i e s . One o f t h e foremost a u t h o r i t i e s in t h e f i e l d o f c h i l d r e n ’s l i t e r a t u r e , C h a r l o t t e Huck, i s more emphatic in her f e e l i n g s toward the book r e p o r t : Adults read f o r p l e a s u r e and not t o produce a book r e p o r t . Ch i l dr e n too should d i s c o v e r t h e joy o f j u s t r ead i n g f o r fun. They may want to s h a r e t h e i r enjoyment in many d i f f e r e n t ways b u t c h i l d r e n should not f e e l t h a t they always have t o do some­ t h i n g with a book t o c e l e b r a t e i t s compl e t i o n . 3 1 29 Berni ce Cooper, Using C h i l d r e n ' s L i t e r a t u r e in t h e Elementary School, (Bet hesda, Maryland^ ERIC Document Reproduction S e r v i c e , ED 035 619, J a n u a r y , 1969), p. 3. 30 H a l l , " L i t e r a t u r e Experiences Provided by Cooperat i ve T e a c h er s , " p. 430. 31 Huck, "Planning t h e L i t e r a t u r e Program f o r t h e Elementary Sch o ol , " p. 308. 29 In summary* t h e l i t e r a t u r e l acks a s p e c i f i c n a t u r e in r e l a t i n g to t h e a l l o t m e n t o f cl assr oom time given t o s t u d e n t s by t e a c h e r s f o r t he study o f c h i l d r e n ' s l i t e r a t u r e . However* some general c o n c l u s i o n s can be reached. I t can be assumed by t h e n a t u r e of t h e f i n d i n g s o f s t u d i e s n o t e d in t h i s s e c t i o n t h a t cl assroom p r a c t i c e s a r e g e n e r a l l y u n s a t i s f a c t o r y in terms o f time s p e n t in implementing t h e planned c h i l d r e n ' s l i t e r a t u r e program. Another general con c l u s i o n might be t h a t a u t h o r i t i e s have s t r e s s e d t h e need f o r a planned c h i l d r e n ' s l i t e r a t u r e program which would i n c l u d e r ea d i ng aloud t o c h i l d r e n on a d a i l y b a s i s . Al so, recommended i s a d a i l y o p p o r t u n i t y f o r c h i l d r e n to read books o f t h e i r choi ce. Book r e p o r t s , i t might be g e n e r a l l y concluded, can be bene­ f i c i a l and i n t e r e s t i n g t o s t u d e n t s i f t e a c h e r s d e v i a t e from t h e t r a d i ­ t i o n a l book r e p o r t i n g process and use c r e a t i v i t y and i ma gi na t i o n in book s h a r i n g t e c h n i q u e s . Research on t h e Reading Habit s o f S t u d e n t s , T e a c h e r s t and t he General Popul at i on Research on r eadi ng h a b i t s i n d i c a t e s t h a t we need t o go beyond t h e r ea d i ng s k i l l s i n s t r u c t i o n phase o f r e a d i n g and make i n d i v i d u a l s aware o f t h e p l e a s u r e s t h a t can be der i ve d from r e a d i ng . We a r e a n a t i o n o f persons who g e n e r a l l y read very l i t t l e . One s t u d y i n d i c a t e s 30 t h a t n e a r l y one h a l f (48 p e r c e n t ) o f t he a d u l t s in t h e United S t a t e s had not read one book during t h e y e a r . 32 In a n o t h e r s tudy a comparison was made between American r eadi ng h a b i t s and t hose o f a d u l t s in o t h e r c o u n t r i e s . I t was found t h a t only 17 p e r c e n t o f t h e Americans had been r eadi ng from a book t h e previous day whereas 55 p e r c e n t o f t h e Englishmen had been involved in t h a t a c t i v i t y . 33 Vidal s t a t e s t h a t only f i v e p e r c e n t o f American a d u l t s b e ­ come confirmed r e a d e r s . ^ In a s p e e c h , "The Right To Read: Ta r ge t f o r t h e 7 0 ' s , " by former Commissioner of E d u c a t i o n , James E. A l l e n , J r . in 1969, i t was s t a t e d , I t must be recogni zed a l s o , however, t h a t f o r t h e m a j o r i t y who do a c q u i r e t h e b a s i c r e a d i ng s k i l l s , t h e r e can a l s o be a b a r r i e r which l i m i t s t h e f u l f i l l m e n t o f t h e i r r i g h t to r e a d . This b a r r i e r e x i s t s when t h e s k i l l o f r e a d i ng i s not accompanied by t h e d e s i r e t o r ead. We f a i l , t h e r e f o r e , j u s t as much in a s s u r i n g the r i g h t t o read when t h e d e s i r e i s a b s e n t as when t h e s k i l l s ar e m i s s i n g . 35 David H. R u s s e l l , "We All Need t o Read," Satur day Review, 39, (February 18, 1956), 36, c i t e d by Huck, "Pl anni ng t h e L i t e r a t u r e Program f o r t h e Elementary School , " p. 307. -S -3 L e s t e r Asheim, "A Survey o f Recent Re s e a r c h, " Readings f o r L i f e , e d i t e d by Jacob M. P r i c e , (Ann Arbor: U n i v e r s i t y o f Michigan P r e s s , 1969), pp. 3- 4, c i t e d by Huck, "Pl anni ng t h e L i t e r a t u r e Program f o r t h e Elementary School, " p. 307. ^ G o r e V i d a l , "French L e t t e r s : The Theory o f t h e New World," E n co u n t e r , 29, (December, 1967), p. 13, c i t e d by L. F. Ashley, C h i l d r e n ' s L i t e r a t u r e Today, (Bet hesda, Maryland: ERIC Document Reproduction S e r v i c e , ED 027" 308, " T J a n u a r y , 1969), p. 76. ^ J a m e s E. A l l e n , J r . , "The Right t o Read: Ta r ge t f o r t h e 7 0 ' s , " Speech, 1969, c i t e d by H a l l , " L i t e r a t u r e Experiences Provided by Coopera­ t i v e Te a c h e r s , " p. 430. 31 This has i mp o r t a n t i m p l i c a t i o n s f o r t e a c h e r s in t h e i r t e a c h ­ ing t e c h n i q u e s . These p i e c e s o f r e s e a r c h i n f e r t h a t t h e t e a c h i n g p r o f e s s i o n i s not p r e p ar i n g s t u d e n t s with i n t e r e s t s in r eadi n g which w i l l c a r r y over t o t h e i r a d u l t l i v e s . Teachers must p r o vi de t h e environment which w i l l lead t o a l i f e t i m e o f p l e a s u r a b l e e x p e r i en ce s with books. Too o f t e n t h i s i s n o t t h e ca se. Huck s t a t e s , in a d i s c u s s i o n of r e a d i ng s k i l l s and r e a d i n g , Teacher s and c h i l d r e n must not p r i z e t h e s k i l l o f r eadi ng as an end in i t s e l f ; they must see i t as a b eg i nn i n g o f a l i f e - t i m e p l e a s u r e with books. There a r e no v al ues in know-36 ing how t o r e a d ; only val ues which a r e d e r i v e d from r e a d i n g . What i s t h e s i g n i f i c a n c e in t h i s s t a t e m e n t i s t h a t t h e r e a d ­ ing a c t i s only a means t o t h e end and t e a c h e r s must be most aware of t h i s f a c t . As B i s s e t t s t a t e s , " P r e o c c u pa t i on w i t h t h e t e a c h i n g o f r e a d ­ ing s k i l l s sometimes causes a l o s s o f p e r s p e c t i v e on t h e e v e n t u a l goal o f t h e r eadi ng program." A l s o , he s t a t e s , "Unt i l c h i l d r e n or a d u l t s reach o u t a c t i v e l y and v o l u n t a r i l y t o r e a d , t h e t e a c h i n g of r ea d i ng s k i l l s can be only mini mal ly s u c c e s s f u l . " 37 In r eg ar d t o how well t e a c h e r s keep a b r e a s t o f c u r r e n t t r e n d s in c h i l d r e n ' s l i t e r a t u r e , t h e r e s e a r c h by S i s t e r Mary V i c t o r i a Eisenman i n d i c a t e d t h a t , from t h e r esponse s o f t h i r t y - s e v e n t e a c h e r s Sch o ol , " p. 308. Huck, "Planni ng the L i t e r a t u r e Program f o r t h e Elementary 37 B i s s e t t , The Usefulness o f C h i l d r e n ' s Books in t h e Reading Program S e s s i o n , p. 9. 32 who responded t o a q u e s t i o n n a i r e , t e a c h e r s do n o t g e n e r a l l y mai nt ai n u p - t o - d a t e knowledge o f t r e n d s and w r i t i n g s in c h i l d r e n ’s l i t e r a t u r e . P a t r i c i a Lane concluded, as a r e s u l t o f her r e s e a r c h i n t o t e a c h e r s ' p r e p a r a t i o n f o r t e a c h i n g o f c h i l d r e n ' s l i t e r a t u r e , t h a t begi nning t e a c h e r s do n o t , g e n e r a l l y , keep a b r e a s t o f t h e knowledge a bout c h i l d r e n ' s l i t e r a t u r e nor do they read f o r t h e i r own enjoyment. P a r a l l e l i n g Lane' s c o n c l u s i o n a r e t h e f i n d i n g s o f M i l l e r who found t h a t t e a c h e r s seldom read c h i l d r e n ' s books f o r t h e i r own s e l f - 38 39 knowledge. 40 These l a s t t h r e e p i e c e s o f r e s e a r c h i n d i c a t e t h a t , g e n e r a l l y t e a c h e r s do not keep u p - t o - d a t e in c h i l d r e n ' s l i t e r a t u r e o f f e r i n g s nor do t he y read e x t e n s i v e l y . I t i s i mp o r t a n t t h a t t e a c h e r s a r e well v e r s e d in e f f e c t i v e t e a c h i n g t e c h n i q u e s i n c h i l d r e n ' s l i t e r a t u r e and know t h e newest in c h i l d r e n ' s l i t e r a t u r e . Also i mp o r t a n t a r e t e a c h i n g t e c h n i q u e s f o r s h a r i n g books. Findings by B e a t r i c e Bowen i n d i c a t e t h a t : Ch i l d r e n who a r e i n t r od u c e d t o l i t e r a r y m a t e r i a l s on a planned b a s i s by t e a c h e r s who know t h e m a t e r i a l s and s h a r e 38 S i s t e r Mary V i c t o r i a Eisenman, "An Ex p l o r at o r y Study to I n v e s t i g a t e t h e Values o f L i t e r a t u r e as Experienced by Elementary P a r o c h i a l School Ch i l d r e n and Teachers in t h e Diocese o f Covi ngton," D i s s e r t a t i o n A b s t r a c t s I n t e r n a t i o n a l , 24, ( A p r i l , 1964), p. 4095. 39 P a t r i c i a Lane, "The P r e p a r a t i o n o f F i r s t Year Elementary Teachers f o r Teaching English and C h i l d r e n ' s L i t e r a t u r e , " D i s s e r t a ­ t i o n A b s t r a c t s I n t e r n a t i o n a l , 27, ( Ju n e , 1967), p. 4155A. ^ M i l l e r , " F o s t e r i n g I n t e r e s t in C h i l d r e n ' s L i t e r a t u r e : S e l e c t e d T ea c h e r s ' P r a c t i c e s and Competencies," p. 498-A. 33 them as an a r t form read a s i g n i f i c a n t l y g r e a t e r amount o f m a t e r i a l , a w i d e r range o f m a t e r i a l s and l e s s n o n - l i t e r a r y m a t e r i a l s than do c h i l d r e n who have equal a c ce ss t o i d e n t i ­ cal c o l l e c t i o n s o f l i t e r a r y m a t e r i a l s b u t do not have t h e b e n e f i t o f t e a c h e r - s h a r i n g . 41 In summary, r e s e a r c h in t he a r ea o f gene r a l r e ad i n g h a b i t s o f s t u d e n t s , t e a c h e r s and t h e gene r a l p o p u l a t i o n i n d i c a t e s t h a t t h e r e i s a general lack o f r eadi ng in t h i s c o u n t r y . People in o u r country g e n e r a l l y know how to read but few a r e confirmed r e a d e r s . I t i s t he t a s k o f s c h o o l s , in g e n e r a l , and t e a c h e r s in p a r t i c u l a r , t o i n s t i l l t h i s a t t i t u d e in c h i l d r e n . As Huus s t a t e s , "Chi l dr en need t o be t a u g h t t o r e a d , not j u s t t o p r a c t i c e t h e r ea d i ng t he y a l r e a d y know. They need t o be l e d to h i g h e r pl a nes than t he y might o t h e r w i s e t r y a l o n e . 1,42 In t o d a y ’s world t h e w r i t t e n word i s becoming more i mpo r t a n t than i t has e v e r been. To i l l u s t r a t e t he f a c t t h a t s t u d e n t s must be pr epar ed f o r t h i s "bombardment" by t h e w r i t t e n word t h i s quote from Huck seems a p p r o p r i a t e : F i n a l l y , t he t r u e val ue o f t h e e f f e c t s o f t h e l i t e r a t u r e program f o r t o d a y ' s c h i l d r e n w i l l be seen in t h e r eadi ng h a b i t s o f a d u l t s in 1985 The mark o f t h e informed . man i s no l on g e r whether he can r ea d , o r what he has r e a d , i t may be based on what he i s c u r r e n t l y r e a d i n g . 43 . . . ^ B e a t r i c e Bowen, "The T e a c h e r ' s Role in Teaching L i t e r a t u r e in t h e Elementary School , " D i s s e r t a t i o n A b s t r a c t s I n t e r n a t i o n a l , 25, (June, 1965), p. 7105. 42 Huus, "Helping Chi l dr e n Turn t o Reading f o r I nfor mat i on and Enjoyment," pp. 10-11. ^ H u c k , "Planni ng t h e L i t e r a t u r e Program f o r t h e Elementary S c h o o l p . 310. C h a p t e r I I I RESEARCH DESIGN I n t r o d u c t i o n To meet t h e purposes o f t h i s s t u d y , a q u e s t i o n n a i r e was s e n t t o s e l e c t e d t e a c h e r s in s e l e c t e d school d i s t r i c t s in Michigan. These school d i s t r i c t s a r e l o c a t e d in t h e s o u t h e r n h a l f o f t h e Lower P e n i n s u l a o f Michigan. P o pu l at i on Of primary concern in t h i s s t u d y a r e t h e p r a c t i c e s o f e l e ­ mentary school t e a c h e r s in t he t e a c h i n g o f c h i l d r e n ' s l i t e r a t u r e . Of secondar y concern a r e t h e a t t i t u d e s o f el e me nt a r y t e a c h e r s toward c h i l d r e n ' s l i t e r a t u r e and l i t e r a t u r e in g e n e r a l . Some i n t e r e s t was shown in f i n d i n g how t e a c h e r s who t a u g h t in d i f f e r e n t communities used c h i l d r e n ' s l i t e r a t u r e . Q u e s t i o n n a i r e s were s e n t t o 372 el eme nt ar y school t e a c h e r s chosen a t random from among t h e t e a c h e r s in each o f t h r e e community t y p e s . Of t h e s e t e a c h e r s , 247 responded t o t h e q u e s t i o n n a i r e . These t e a c h e r s r e p r e s e n t e d a t o t a l o f 11 school d i s t r i c t s . In t h i s s t u d y , t h e r e were two school d i s t r i c t s c l a s s i f i e d as m e t r o p o l i t a n core c i t y d i s t r i c t s , t h r e e school d i s t r i c t s c l a s s i f i e d as urban f r i n g e community school d i s t r i c t s , and s i x school d i s t r i c t s c l a s s i f i e d as r u r a l corrmunity school d i s t r i c t s . 34 35 Of t h e 365 el e me n t a r y school t e a c h e r s i n t h e two m e t r o p o l i ­ t a n core c i t y school s y s t e m s , B a t t l e Creek and Highland Par k, 160 were s e n t q u e s t i o n n a i r e s and 86 responded. Of t h e 214 el e me n t a r y school t e a c h e r s in t h e t h r e e urban f r i n g e community school s y s t e m s , B a t t l e Creek Harper Creek, B a t t l e Creek Lakeview, and Cherry H i l l , 97 were s e n t q u e s t i o n n a i r e s and 76 responded. Of t h e 261 el eme n t a r y school t e a c h e r s in t h e s i x r u r a l school s y s t e ms , Athens, Homer, Brandon, C l a r k s t o n , Dundee, and Summerfield, 115 were s e n t q u e s t i o n n a i r e s and 85 responded. The b a s i s o f t h e s e l e c t i o n o f t h e m e t r o p o l i t a n core c i t i e s , B a t t l e Creek and Highland P a r k , was twofold. One b a s i c c o n s i d e r a t i o n was t h e w i l l i n g n e s s o f t h e s u p e r i n t e n d e n t s ' o f f i c e s in t h e s e d i s t r i c t s t o c o o p e r a t e in e d u c a t i o n al r e s e a r c h . Another c o n s i d e r a t i o n was t he l o c a t i o n of each d i s t r i c t . B a t t l e Creek i s l o c a t e d in t h e w es t er n p a r t o f s o u t h e r n Lower Michigan and Highland Park i s l o c a t e d in t h e e a s t e r n p a r t o f s out hern Lower Michigan. However, f o r t h e purposes o f t h i s s t u d y , they were grouped t o g e t h e r as one. The urban f r i n g e school d i s t r i c t s were chosen s o l e l y f o r t h e i r immediate proxi mi t y t o t h e m e t r o p o l i t a n c o r e d i s t r i c t s and t hose r u r a l d i s t r i c t s s e l e c t e d were chosen due t o t h e f a c t t h a t they ar e t h e c l o s e s t r u r a l u n i t s t o t h e i r r e s p e c t i v e urban f r i n g e and m e t r o p o l i t a n co r e u n i t s . Again, f o r t h e purposes o f t h i s s t u d y , t h e responses by t e a c h e r s in each type o f community were grouped by community t yp e and not by d i s t r i c t o r s c h o ol . 36 The c r i t e r i a f o r t h e d e t e r m i n a t i o n o f t h e c a t e g o r i e s i n t o which the school d i s t r i c t s were d i v i d e d , i . e . , m e t r o p o l i t a n c o r e , urban f r i n g e , and r u r a l , a r e s p e c i f i e d in t h e b o o k l e t , Local D i s t r i c t and School Report: Explanator y M a t e r i a l s . This i s t h e t h i r d r e p o r t o f t he 1971-72 Michigan Educational Assessment Program which was p ubl i s hed in May, 1972 by t he Michigan Department o f Education. I n s t r u m e n t a t i o n A s p e c i a l i n s t r u me n t was designed t o det er mi ne t h e use o f c h i l d r e n ' s l i t e r a t u r e in t h e classrooms o f t e a c h e r s s e l e c t e d f o r t h i s study. I t a l s o at t empt ed t o p r ocu r e i nf or ma t i on as t o a t t i t u d e s o f s e l e c t e d t e a c h e r s toward how c h i l d r e n ' s l i t e r a t u r e should be t a u g h t and a t t i t u d e s toward l i t e r a t u r e in g e n e r a l . This i n s t r u m e n t , in t h e form o f a q u e s t i o n n a i r e , was developed due t o t h e lack o f an a p p r o p r i a t e e x i s t i n g i n f o r ma t i on g a t h e r i n g i n s t r u m e n t . S e c t i o n I o f t h e i n s t r u m e n t was designed t o gain i n f or m a t i on r e g a r di n g t h e s e l e c t e d independent demographic v a r i a b l e s t h a t a r e deemed t o be o f i n t e r e s t f o r t h i s st udy. The second s e c t i o n has f i v e items c o n s t r u c t e d to measure e x i s t i n g p r a c t i c e s in t h e cl assr oom o f t h e t e a c h e r responding t o t h e q u e s t i o n n a i r e . No a t t e m p t was made t o combine responses i n t o one general r es p on s e . Each item was t r e a t e d i n d i v i d u a l l y f o r t a b u l a t i o n . The t h i r d s e c t i o n has f i v e items p a r a l l e l in c o n s t r u c t i o n to t h e f i v e items in Se c t i o n II ex c e p t t h e s e a r e used t o det ermine t h e 37 a t t i t u d e s o f t e a c h e r s toward what t he y t h i n k should be t a k i n g p l a c e in r egar d t o t h e t e a c h i n g o f c h i l d r e n ' s l i t e r a t u r e . The items used in t h i s q u e s t i o n n a i r e were chosen a f t e r r e ­ viewing c a r e f u l l y t h e l i t e r a t u r e in t h e f i e l d o f c h i l d r e n ' s l i t e r a t u r e , d i s c u s s i n g t h e need f o r improved c h i l d r e n ' s l i t e r a t u r e programs in schools w i t h f e l l o w e d u c a t o r s , and r e a l i z i n g many t e a c h e r s were d i s s a t i s f i e d with t h e c h i l d r e n ' s l i t e r a t u r e o f f e r i n g in t h e i r c l a s s ­ room. The demographic independent v a r i a b l e s s e l e c t e d f o r t h i s s t u dy a r e : a. school d i s t r i c t where t he r esp on d e n t t e a c h e s , b. school where t h e r espo nd e nt t e a c h e s , c. y e a r s o f t e a c h i n g e x p e r i e n c e o f t h e r es p o n d e n t , d. grade t a u g h t by t he r e s p o n d e n t , e. c a l e n d a r y e a r dur i n g which l a s t c h i l d r e n ' s l i t e r a t u r e c o u r s e was t a ke n by t h e r e s p o n d e n t , f . g. t o t a l number o f cou r s e s in c h i l d r e n ' s l i t e r a t u r e by t h e r espo n de n t in u n de r gr ad u a t e s c h o o l , taken t o t a l number o f cour ses in c h i l d r e n ' s l i t e r a t u r e by t he r esp o nd e nt in g r a d u a t e s c h o o l , taken h. number o f complete books read by t h e r espo n de n t in t h e p a s t s i x months f o r personal enjoyment or i n f or mat i on which were not r e q u i r e d r e ad i n g f o r a c o l l e g e c o u r s e , i . number of magazines s u b s c r i b e d t o by t h e r e s p o n d e n t , j . number o f d a i l y newspapers s u b s c r i b e d t o by t h e r e s po nd e nt . P r i o r t o f i n a l i z a t i o n o f t h e e x i s t i n g form o f the q u e s t i o n n a i r e , two s e p a r a t e p i l o t s t u d i e s were conducted t o a s s e s s t he e f f e c t i v e n e s s o f t h e q u e s t i o n n a i r e format and c o n t e n t . These s t u d i e s were conducted 38 using r es p o nd e nt s who were n o t i nc l u d e d i.i t h e f i n a l st ud y. A f t e r t h e f i r s t p i l o t s t u d y , i t was determined t h a t one item should be r e v i s e d and some termi nology used in t h e q u e s t i o n n a i r e should be e x p l a i ned. Subsequent t o t h a t e f f o r t , t h e second p i l o t s t u d y was con­ duct ed, As a r e s u l t o f t h a t s t u d y t h e t h i r d and f i n a l form o f t he q u e s t i o n n a i r e c o n t a i n e d two p a r a l l e l items which had been s u b s t a n t i a l l y r e v i s e d . All items which were r e v i s e d underwent r e v i s i o n due t o a n a l y s i s of d a t a or w r i t t e n s u g g e s t i o n s by r e s p o n d e n t s . The f i v e items t h a t det ermine e x i s t i n g c h i l d r e n ' s l i t e r a t u r e programs in t e a c h e r s ' cl assrooms cover t h e f ol l o w i n g a r e a s : a. How o f t e n t h e t e a c h e r r eads t r a d e books t o s t u d e n t s . b. When t h e t e a c h e r r eads t r a d e books t o s t u d e n t s . c. How o f t e n t h e t e a c h e r allows s t u d e n t s time f o r independent r ea d i ng a c t i v i t i e s . d. When t h e t e a c h e r a l l o ws s t u d e n t s time f o r independent r ea d i ng a c t i v i t i e s . e. Frequency and type o f r esponse by s t u d e n t s t o independent r ea d i ng a c t i v i t i e s i n v o l v i n g c h i l d r e n ' s l i t e r a t u r e . The f i v e items t h a t det er mine what t h e t e a c h e r f e e l s t o be t h e i d e a l s i t u a t i o n in r egard t o t e ac h i n g c h i l d r e n ' s l i t e r a t u r e cover t he f o l l o w i n g a r e a s : a. How o f t e n a t e a c h e r i d e a l l y should read t r a d e books t o s t u d e n t s . b. When a t e a c h e r i d e a l l y should read t r a d e books t o s t u d e n t s . c . How o f t e n a t e a c h e r i d e a l l y shoul d a l l o w s t u d e n t s time f o r independent readi ng a c t i v i t i e s . 39 d. When a t e a c h e r i d e a l l y should a l l o w s t u d e n t s time f o r independent r eadi ng a c t i v i t i e s . e. The i de al f requency and type o f r es p on s e by s t u d e n t s t o independent r e a d i n g a c t i v i t i e s i n v o l v i ng c h i l d r e n ' s 1i t e r a t u r e . S t a t i s t i c a l Hypotheses The f o l l o w i n g s t a t i s t i c a l hypotheses have been developed f o r t h e purpose o f t h i s study: I. Ho: There i s no r e l a t i o n s h i p between t h e y e a r s o f t e a c h i n g e x p e r i e n c e o f t h e el eme n t ar y school t r a d e books t o s t u d e n t s . t e a c h e r and t h e frequency o f readi ng I I . Ho: There i s no r e l a t i o n s h i p between t h e y e a r s o f t e a c h i n g e x p e r i e n c e o f t h e el eme nt ar y school t r a d e books t o s t u d e n t s . t e a c h e r and t h e occasi on f o r r eadi ng I I I . Ho: There i s no r e l a t i o n s h i p between t h e y e a r s o f t e a c h i n g e x p e r i e n c e o f t h e el eme n t a r y school t e a c h e r and t h e frequency o f allowance o f time f o r independent r eadi ng a c t i v i t i e s . IV. Ho: There i s no r e l a t i o n s h i p between t h e y e a r s o f t e a c h i n g e x p e r i e n c e o f t h e el eme n t ar y school t e a c h e r and t h e occasi on f o r allowance o f time f o r independent r ead i n g a c t i v i t i e s . V. Ho: There i s no r e l a t i o n s h i p between t h e y e a r s o f t e a c h i n g e x p e ri e n c e o f t h e el eme nt ar y school r esponse t o independent r eadi ng a c t i v i t i e s by use o f w r i t t e n r e p o r t s . t e a c h e r and t h e frequency o f s t u d e n t VI. Ho: There i s no r e l a t i o n s h i p between t h e y ea r s o f t e a c h i n g e x p e r i e n c e o f t he el eme nt a r y school t e a c h e r and t h e f requency o f s t u d e n t response t o independent r eadi n g a c t i v i t i e s by use o f a com­ b i n a t i o n of w r i t t e n and o r al r e p o r t s . 40 V I I . Ho: V III. Ho: There is no r e l a t i o n s h i p between t h e y e a r s o f te a c h i n g e x p e r i e n c e o f th e elem entary school response to ind e p en d en t read in g a c t i v i t i e s by use of o r a l r e p o r t s . t e a c h e r and t h e frequency o f s t u d e n t There i s no r e l a t i o n s h i p between t h e y e a rs o f te a c h i n g e x p e r i e n c e o f t h e elem en tary school t e a c h e r and t h e frequency o f s t u d e n t response to in dependent reading a c t i v i t i e s by use o f small group d i s c u s s i o n s . IX. Ho: X. Ho: There i s no r e l a t i o n s h i p between t h e y e a r s o f t e a c h i n g e x p e r i e n c e o f th e elem e n tary school t e a c h e r and t h e frequency o f s tu d e n t r e s p o n s e to inde p en d en t re a d in g a c t i v i t i e s by use o f a r t e x p r e s s i o n s such as i l l u s t r a t i o n s . There i s no r e l a t i o n s h i p between t h e y e a rs o f t e a c h i n g e x p e r i e n c e o f t h e elem e ntary school t e a c h e r and th e frequency of s t u d e n t response to independent r e a d i n g a c t i v i t i e s by use of d r a m a t i c s . XI. Ho: There i s no r e l a t i o n s h i p between t h e le v e l a t which a t e a c h e r t e a c h e s and t h e frequency o f r e a d in g t r a d e books to s t u d e n t s . XII. Ho: There i s no r e l a t i o n s h i p between t h e le v e l a t which a t e a c h e r t e a c h e s and t h e o cc a sio n f o r r e a d i n g t r a d e books to s t u d e n t s . X I I I . Ho: There i s no r e l a t i o n s h i p between t h e le v el a t which a t e a c h e r t e a c h e s and t h e frequency o f allow ance o f time f o r independent re a d in g a c t i v i t i e s . XIV. Ho: There i s no r e l a t i o n s h i p between t h e le v el a t which a t e a c h e r t e a c h e s and t h e occasion f o r allow ance o f time f o r independent re a d in g a c t i v i t i e s . XV. Ho: There i s no r e l a t i o n s h i p between t h e level a t which a t e a c h e r t e a c h e s and t h e frequency of re sp o n se by s t u d e n t s t o independent read in g a c t i v i t i e s by use o f w r i t t e n r e p o r t s . 41 XVI. Ho: There Is no r e l a t i o n s h i p between th e le v el a t which a t e a c h e r te a c h e s and the frequency o f response by s t u d e n t s to Independent r e a d i n g a c t i v i t i e s by use o f a combination o f w r i t t e n and o r a l r e p o r t s . XVII. Ho: There i s no r e l a t i o n s h i p between th e l e v e l a t which a t e a c h e r t e a c h e s and th e freq uency o f response by s t u d e n t s t o independent r e a d in g a c t i v i t i e s by use o f o r a l r e p o r t s . XVIII. Ho: XIX. Ho: There i s no r e l a t i o n s h i p between t h e le v e l a t which a t e a c h e r te a c h e s and the freq uency o f response by s tu d e n ts to independent r e a d in g a c t i v i t i e s by use o f small group d i s c u s s i o n s . There i s no r e l a t i o n s h i p between t h e le v e l a t which a t e a c h e r te a c h e s and the frequency o f response by s t u d e n t s t o independent re a d in g a c t i v i t i e s by use o f a r t e x p r e s s io n s such as i 11u s t r a t i o n s . XX. Ho: There i s no r e l a t i o n s h i p between t h e le v e l a t which a t e a c h e r t e a c h e s and t h e f re q u en cy o f response by s t u d e n t s t o independent r e a d in g a c t i v i t i e s by use of d r a m a t i c s . XXI. Ho: There i s no r e l a t i o n s h i p between t h e ty p e of community in which a t e a c h e r te a c h e s and the frequency o f reading t r a d e books to s t u d e n t s . XXII. Ho: i s no r e l a t i o n s h i p between th e ty pe o f There community in which a t e a c h e r te ach e s and t h e occasion f o r reading t r a d e books to s t u d e n t s . XXIII. Ho: There i s no r e l a t i o n s h i p between t h e t y p e o f community in which a t e a c h e r te a c h e s and the frequency o f allowance o f time f o r independent reading a c t i v i t i e s . XXIV. Ho: There i s no r e l a t i o n s h i p between t h e ty p e o f community in which a t e a c h e r te a c h e s and the occasion f o r allowance o f time f o r independent r e a d in g a c t i v i t i e s . XXV. Ho: There i s no r e l a t i o n s h i p between t h e ty p e o f community in which a t e a c h e r te ach e s and the frequency o f response by s t u d e n t s to independent read in g a c t i v i t i e s by use o f w r i t t e n r e p o r t s . 42 XXVI. Ho: There i s no r e l a t i o n s h i p between t h e type o f community in which a t e a c h e r te a c h e s and t h e frequency o f response by s t u d e n t s to independent re a d in g a c t i v i t i e s by use o f a combination o f w r i t t e n and o r a l r e p o r t s . XXVII. Ho: There i s no r e l a t i o n s h i p between th e type o f community in which a t e a c h e r te a c h e s and t h e frequency o f response by s t u d e n t s to in dependent r e a d in g a c t i v i t i e s by use o f o r a l r e p o r t s . XXVIII. Ho: XXIX. Ho: There i s no r e l a t i o n s h i p between t h e type o f corrmunity in which a t e a c h e r te a c h e s and t h e frequency o f response by s t u d e n t s to independent r e a d i n g a c t i v i t i e s by use o f small group d i s ­ c u s s io n s . There is no r e l a t i o n s h i p between th e type o f community in which a t e a c h e r te a c h e s and t h e frequency o f response by s t u d e n t s to in dependent r e a d in g a c t i v i t i e s by use o f a r t e x p r e s s io n s such as i l l u s t r a t i o n s . XXX. Ho: There i s no r e l a t i o n s h i p between th e type o f conmunity in which a t e a c h e r te a c h e s and t h e frequency o f response by s t u d e n t s to inde pendent re a d in g a c t i v i t i e s by use o f d r a m a tic s . XXXI. Ho: There i s no r e l a t i o n s h i p between th e a c tu a l frequency o f r e a d in g o f t r a d e books to s t u d e n t s and t h e frequency o f reading o f t r a d e books t h a t t e a c h e r s feel i s i d e a l . XXXII. Ho: There i s no r e l a t i o n s h i p between the a c tu a l o c c a s io n s f o r reading t r a d e books to s t u d e n t s and t h e o c c a s io n s f o r r e ad in g t r a d e books to s t u d e n t s t h a t te a c h e r s f e e l a r e i d e a l . XXXIII. Ho: XXXIV. Ho: There i s no r e l a t i o n s h i p between th e a c tu a l o cc asio n s f o r allowance o f tim e f o r independent r e a d in g a c t i v i t i e s and th e o c c a s i o n s f o r a l lo w ­ ance of time f o r independent r e a d i n g a c t i v i t i e s t h a t t e a c h e r s f e e l a r e i d e a l . There i s no r e l a t i o n s h i p between t h e a c tu a l o cc asio n s f o r allowance o f time f o r independent r e a d in g a c t i v i t i e s and th e o c c a s i o n s f o r a l l o w ­ ance o f time f o r independent r e a d in g a c t i v i t i e s t h a t t e a c h e r s f e e l a r e i d e a l . 43 In a d d i t i o n t o th e p re c e d in g s t a t i s t i c a l h y p o t h e s e s , th e study w ill r e p o r t in raw frequency and p e r c e n ta g e te rm in o lo g y in the follo w in g a r e a s : 1. Dates o f l a s t c o l l e g e c o u r se in c h i l d r e n ' s l i t e r a t u r e . 2. Numbers o f c h i l d r e n ' s l i t e r a t u r e cou rses ta ken in under­ g r a d u a te s c h o o l . 3. Number o f c h i l d r e n ' s l i t e r a t u r e c o u r s e s taken in g rad u ate s c h o o l . 4. Number o f complete books read in th e p a s t s i x months which were not r e q u i r e d f o r a c o l l e g e co urse . 5. Number o f magazines to which s u b s c r i b e d . 6. Number o f d a i l y newspapers to which s u b s c r i b e d . A nalysi s There a r e t h i r t y - f o u r comparisons made in t h i s s t u d y . Two way d e s c r i p t i v e s t a t i s t i c a l t a b l e s were used to show t h e d a t a . Each o f th e comparisons has a c h i - s q u a r e s t a t i s t i c computed f o r i t . This s t a t i s t i c i s c o n s id e r e d t o be s i g n i f i c a n t a t t h e alpha .01 l e v e l . The c o l l e c t i o n o f data r e l e v a n t to th e s u p p o r t o r r e j e c t i o n o f th e hypotheses has been f a c i l i t a t e d by th e development o f an i n s t r u ­ ment designed t o measure the p r a c t i c e s o f elem entary t e a c h e r s in regard t o t h e t e a c h i n g o f c h i l d r e n ' s l i t e r a t u r e and t h e e lem e n tary t e a c h e r ' s a t t i t u d e s toward l i t e r a t u r e in g e n e r a l . Each response by a t e a c h e r was t r e a t e d as a s e p a r a t e e n t i t y and no o v e r a l l i n d i v i d u a l sc o re computed. 44 Summary This stu d y proposed to determ ine w hether t h e r e was a r e l a t i o n s h i p between s e l e c t e d independent v a r i a b l e s . A q u e s t i o n n a i r e was u t i l i z e d to o b t a i n resp o n se s conc erning t h e te a c h i n g o f c h i l d r e n ' s l i t e r a t u r e . Responses were pla ced in two way d e s c r i p t i v e s t a t i s t i c t a b l e s and were t e s t e d by th e c h i - s q u a r e s t a t i s t i c . C h a p t e r IV ANALYSIS OF RESULTS I n t r o d u c t i o n The q u e s t i o n n a i r e used f o r t h e c o l l e c t i o n o f d a ta f o r t h i s study was s e n t to p o t e n t i a l resp o n d e n ts in two m a i l i n g s . Three hundred se v enty-tw o p o t e n t i a l resp o n d e n ts r e c e i v e d q u e s t i o n n a i r e s in November, 1974. In J a n u a r y , 1975 t h o s e p o t e n t i a l resp o n d e n ts who f a i l e d to respond to t h e f i r s t m a ilin g were s e n t a n o t h e r q u e s t i o n n a i r e . Care was t a k e n , through co d in g , t h a t only one q u e s t i o n n a i r e p e r resp o n d e n t would be t a b u l a t e d . A t h i r d a t t e m p t to o b t a i n responses to th e q u e s t i o n n a i r e was completed by p l a c i n g te le p h o n e c a l l s to s e l e c t e d persons who f a i l e d to respond t o e i t h e r o f th e f i r s t two q u e s t i o n n a i r e s . Responses to t h e t h i r d a t t e m p t took one o f f o u r forms: (1) completion o f a q u e s t i o n n a i r e on th e phone by t h e r e ­ s e a r c h e r u sin g resp o n se s given o r a l l y by the r e s p o n d e n t, (2) t h e resp o n d e n t v o l u n te e r e d t o send t h e q u e s t i o n n a i r e im m ediately, (3) th e respo nde nt asked f o r a n o t h e r q u e s t i o n n a i r e and completed and r e t u r n e d i t , o r (4) t h e p o t e n t i a l r e sp o n d e n t e m p h a t i c a l l y r e f u s e d to c o o p e ra te in any way. Of t h e 372 p o s s i b l e r e s p o n s e s , 247 v a l i d resp o n se s were f i n a l l y accumulated. This was a r e t u r n which exceeds 66 p e r c e n t . Several f a c t o r s a f f e c t e d th e response r a t e . Some t e a c h e r s had 45 46 t r a n s f e r r e d t o o t h e r b u i l d i n g s , some had r e t i r e d o r had l e f t te a c h i n g f o r o t h e r r e a s o n s , and o c c a s i o n a l l y t e a c h e r s had not r e c e i v e d q u e s t i o n ­ n a i r e s from t h e i r b u i l d i n g p r i n c i p a l s a c co rd in g t o r e p o r t s from p o t e n t i a l resp o n d e n ts when th e y were c o n t a c t e d by te l e p h o n e . The resp o n se s o f 247 elem e ntary t e a c h e r s were p la c e d on d a ta c a rd s and p r o ces sed by computer a t Michigan S t a t e U n i v e r s i t y . In t h i s c h a p t e r , each s t a t i s t i c a l h y p o th e s is w i l l be analyzed in l i g h t o f t h e d a ta c o l l e c t e d . The c h i - s q u a r e s t a t i s t i c w i l l be used t o t e s t f o r r e l a t i o n s h i p . All c h i - s q u a r e s w i l l be con­ s i d e r e d s i g n i f i c a n t a t an alpha l e v e l o f .01. The a p p r o p r i a t e degree o f freedom w i l l be shown w ith each t a b l e . Findings Table 1. Differences among responses of teachers, by level of teaching experience, in regard to the frequency of reading trade books to students. Ho: There i s no r e l a t i o n s h i p between t h e y e a r s o f t e a c h i n g ex p erienc e of t h e elementary school t e a c h e r and the frequency o f readin g t r a d e books t o s t u d e n t s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Response 7 Teaching Experience Daily Four Times a Week Three Times a Week Twice a Week Once a Week Less Than Once a Week Never Total 1-5 Years 6-10 Years 11 Years o r More 53 44 38 Total 135 14 11 11 36 7 5 9 21 7 6 11 24 3 3 4 3 6 7 10 16 1 1 2 4 88 76 82 246 Chi-square = 6.271 with 12 degrees of freedom. This s t a t i s t i c is not s i g n i f ic a n t a t the .01 le v e l; th e re fo re, th is study f a i l s to r e j e c t the s t a t i s t i c a l hypothesis. 48 H ypothesis I was designed t o d e te r m in e i f t h e r e i s a r e l a t i o n s h i p between t h e y e a r s o f te a c h i n g e x p e rie n c e of t h e elem e n tary school t e a c h e r and th e frequency of re a d in g t r a d e books t o s t u d e n t s . This h y p o th e sis was t e s t e d and t h e f i n d i n g s a r e as f o l l o w s : The c h i - s q u a r e f o r Hypothesis I was no t s i g n i f i c a n t . Because o f t h i s , t h e s tu d y concludes t h a t t e a c h e r s a t a l l e x p e r i e n c e l e v e l s tend to read t r a d e books t o t h e i r s t u d e n t s w ith s i m i l a r f r e q u e n c y . Table 2. Differences among responses of teachers, by levels of teaching experience, in regard to the occasion for reading trade books to students. Ho: There i s no r e l a t i o n s h i p between t h e y e a r s o f t ea ch ing e x p e r i e n c e o f t h e elementary school t e a c h e r and th e occasion f o r reading t r a d e books t o s t u d e n t s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Response 7 At a Regularly Scheduled Time I f There Is Free Time A v a ila b le Other Combina­ t i o n of Responses 1 and 2 Combina­ t i o n of Responses 1, 2, 3 Combina­ t i o n of Responses 1 and 3 Combina­ t i o n of Responses 2 and 3 Total 16 10 20 46 8 3 8 19 13 9 10 32 3 0 1 4 2 2 1 5 0 0 1 1 89 95 80 244 Teaching Experi ence 1-5 Years 6-10 Years 11 Years o r More 47 51 39 Total 137 Chi-square = 13.366 with 12 degrees of freedom. This s t a t i s t i c is not s i g n i f i c a n t a t the .01 level; th e re fo re, th is study f a i l s to r e j e c t the s t a t i s t i c a l hypothesis. 50 Hypothesis I I was d e s ig n e d t o determ in e i f t h e r e i s a r e l a t i o n s h i p between t h e y e a r s o f t e a c h i n g e x p e r i e n c e o f th e elem entary school t e a c h e r and t h e occasion f o r r e a d i n g t r a d e books t o s t u d e n t s . This h y p o th e s is was t e s t e d and t h e f i n d i n g s a r e as f o l l o w s : The c h i - s q u a r e f o r H ypothesis II was not s i g n i f i c a n t . Because o f t h i s , t h e study concludes t h a t t e a c h e r s a t a l l e x p e r i e n c e l e v e l s te n d to read t r a d e books to t h e i r s t u d e n t s on s i m i l a r o c c a s i o n s . Table 3. Differences among responses of teachers, by levels of teaching experience, in regard to the frequency of allowance of time for independent reading a c t i v i t i e s . Ho: There i s no r e l a t i o n s h i p between t h e y e a r s o f teaching experience of the elementary school t e a c h e r and th e frequency o f allowance of time f o r independent reading a c t i v i ­ t i e s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Teaching Experience Daily Four Times a Week Three Times a Week Twice a Week Once a Week Never Total 1-5 Years 6-10 Years 11 Years o r More 51 48 50 Total 149 5 2 2 9 9 2 8 19 12 13 10 35 8 11 11 30 3 0 1 4 88 76 82 246 Chi-square = 10.288 with 10 degrees of freedom. This s t a t i s t i c is not sig n ific a n t a t the .01 level; therefore, t h i s study f a i l s to r e je c t the s t a t i s t i c a l hypothesis. 52 Hypothesis I I I was designed t o d e term in e i f t h e r e i s a r e l a t i o n s h i p between t h e y e a r s o f t e a c h i n g e x p e r i e n c e o f t h e elem entary school t e a c h e r and th e frequency o f allo w an ce of tim e f o r independent reading a c t i v i t i e s by s t u d e n t s . This h y p o th e s is was t e s t e d and t h e f in d in g s a r e as f o llo w s : The c h i - s q u a r e f o r Hypothesis I I I was no t s i g n i f i c a n t . Because o f t h i s , t h e study concludes t h a t t e a c h e r s a t a l l e x p e rie n c e l e v e l s te n d to allow time f o r in de p en d en t r e a d in g a c t i v i t i e s by s t u d e n t s w ith s i m i l a r fre q u e n c y . Table 4. Differences among responses of teachers, by levels of teaching experience, in regard to the occasion for allowance of time fo r independent reading a c t i v i t i e s . Ho: There i s no r e l a t i o n s h i p between the y e a r s of te a c h i n g e x p e r ie n c e o f t h e elementary school t e a c h e r and t h e occasion f o r allowance o f time f o r independent read in g a c t i v i ­ t i e s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Response 7 When Assigned Work Is Completed At a Regularly Scheduled Time When S t u ­ d e n ts Feel I t i s Appro­ p r i a t e Other Combina­ t i o n of Responses 1 and 2 Combina­ t i o n of Responses 1 and 3 Combina­ t i o n of Responses 1, 2, 3 32 27 34 93 22 16 8 46 1 2 5 8 2 2 3 7 16 17 19 52 2 4 4 7 4 2 10 13 Total 82 72 75 229 Teaching Experience 1-5 Years 6-10 Years 11 Years o r f4ore Total Chi-square = 13.881 with 12 degrees of freedom. This s t a t i s t i c i s not s ig n i f i c a n t a t the .01 le v e l; th e re fo r e , t h i s study f a i l s to r e j e c t the s t a t i s t i c a l hypothesis. 54 Hypothesis IV was des ig n ed to d e te r m in e i f t h e r e i s a r e l a t i o n s h i p between t h e y e a r s o f te a c h i n g e x p e r i e n c e o f t h e elem entary school t e a c h e r and t h e o c c a s io n f o r allow ance o f time f o r independent reading a c t i v i t i e s . This h y p o th e s is was t e s t e d and t h e f i n d i n g s a r e as f o l l o w s : The c h i - s q u a r e f o r Hypothesis IV was n o t s i g n i f i c a n t . Because o f t h i s , t h e stu d y concludes t h a t t e a c h e r s a t a l l e x p e ri e n c e l e v e l s te n d t o allow time f o r in d e p e n d e n t reading a c t i v i t i e s by s t u d e n t s on s i m i l a r o c c a s i o n s . Table 5. Differences among responses of teachers, by levels of teaching experience, in regard to the frequency of student response to independent reading a c t i v i t i e s by use of written reports. Ho: There i s no r e l a t i o n s h i p between the y e a r s of teach in g ex p erience of t h e elementary school t e a c h e r and th e frequency o f s t u d e n t response to independent reading a c t i v i t i e s by use of w r i t t e n r e p o r t s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Teaching Experience Never Once a Month or Less Twice a Month Three Times a Month Once a Week More Than Once a Week Total 1-5 Years 6-10 Years 11 Years or More 49 42 46 Total 137 22 18 17 57 4 5 3 12 2 4 0 6 6 3 8 17 4 2 3 9 87 74 77 238 Chi-square = 7.859 with 10 degrees of freedom. This s t a t i s t i c i s not s ig n i f ic a n t a t the .01 level; the re fo re, t h i s study f a i l s to r e j e c t the s t a t i s t i c a l hypothesis. 56 H ypothesis V was designed t o d e term in e i f t h e r e i s a r e l a t i o n s h i p between t h e y e a r s o f t e a c h i n g e x p e r i e n c e o f t h e elem entary school t e a c h e r and th e f re q u en cy o f s t u d e n t resp o n se s t o Independent reading a c t i v i t i e s by u se o f w r i t t e n r e p o r t s . This h y p o th e s is was t e s t e d and t h e f i n d i n g s a r e as f o llo w : The c h i - s q u a r e f o r H ypothesis V was not s i g n i f i c a n t . Because o f t h i s , t h e s tu d y concludes t h a t t e a c h e r s a t a l l e x p e r i e n c e l e v e l s te n d to p r o v id e o p p o r t u n i t i e s f o r s t u d e n t s to respond t o independent r e a d i n g a c t i v i t i e s by use o f w r i t t e n r e p o r t s w ith s i m i l a r f r e q u e n c y . Table 6. Differe n ce s among responses o f t e a c h e r s , by l e v e l s of te a c h i n g e x p e r i e n c e , in rega rd to th e frequency o f st u d e n t response to independent reading a c t i v i t i e s by use of a combination o f w r i t t e n and o r a l r e p o r t s . Ho: There i s no r e l a t i o n s h i p between t h e y e a r s of tea ch ing experience of t h e elementary school t e a c h e r and t h e frequency o f s t u d e n t response to independent reading a c t i v i ­ t i e s by use o f a combination o f w r i t t e n and oral r e p o r t s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Teaching Experi ence Never Once a Month o r Less Twice a Month Three Times a Month Once a Month More Than Once a Week Total 1-5 Years 6-10 Years 11 Years or More 48 34 42 Total 124 26 24 16 66 1 5 6 12 1 5 2 8 8 4 7 19 3 2 4 9 87 74 77 238 Chi-square = 12.555 with 10 degrees of freedom. This s t a t i s t i c i s not sig n ific a n t at the .01 l e v e l ; therefore, t h i s study f a i l s to r e j e c t the s t a t i s t i c a l hypothesis. 58 H ypothesis VI was designed t o d e term in e i f t h e r e i s a r e l a t i o n s h i p between t h e y e a r s o f te a c h i n g e x p e r i e n c e o f th e elem entary school t e a c h e r and t h e frequency o f s t u d e n t re sp o n se t o independent reading a c t i v i t i e s by use o f w r i t t e n and o r a l r e p o r t s . This h y p o th e s is was t e s t e d and t h e f i n d i n g s a r e as f o llo w : The c h i - s q u a r e f o r H ypothesis VI was not s i g n i f i c a n t . Because o f t h i s , t h e study concludes t h a t t e a c h e r s a t a l l e x p e r i e n c e l e v e l s te n d to provide o p p o r t u n i t i e s f o r s t u d e n t s by use o f w r i t t e n and o r a l r e p o r t s w ith s i m i l a r f re q u e n c y . Table 7, Differences among responses of teachers, by level of teaching experience, in regard to the frequency of student response to independent reading a c t i v i t i e s by use of oral reports. Ho: There i s no r e l a t i o n s h i p between the y e a r s o f teach in g exp erience o f the elementary school t e a c h e r and t h e frequency o f s t u d e n t response to independent reading a c t i v i ­ t i e s by use o f o r a l r e p o r t s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Teaching Experi ence Never Once a Month or Less Twice a Month Three Times a Month Once a Month More Than Once a Week Total 1-5 Years 6-10 Years 11 Years o r More 38 30 38 Total 106 19 22 16 57 10 11 8 29 3 1 3 7 12 9 7 28 5 1 5 11 87 74 77 238 Chi-square = 7.139 with 10 degrees of freedom. This s t a t i s t i c is not s ig n i f ic a n t a t the .01 le v el; th e re fo re, t h i s study f a i l s to r e j e c t the s t a t i s t i c a l hypothesis. 6 0 Hypothesis VII was d e s ig n e d t o d e term in e i f t h e r e i s a r e l a t i o n s h i p between t h e y e a r s o f te a c h i n g e x p e r i e n c e o f th e elem entary school t e a c h e r and t h e frequency o f s t u d e n t r e s p o n s e t o independent reading a c t i v i t i e s by use o f o ral r e p o r t s . This h y p o th e s is was t e s t e d and t h e f i n d i n g s a r e as fo llo w : The c h i - s q u a r e f o r Hypothesis VII was n o t s i g n i f i c a n t . Be­ cause of t h i s , t h e s tu d y concludes t h a t t e a c h e r s a t a l l expe­ r i e n c e l e v e l s te nd to p r o v i d e o p p o r t u n i t i e s f o r s t u d e n t s to respond t o independent r e a d i n g a c t i v i t i e s by use o f o r a l r e p o r t s w ith s i m i l a r fre q u e n c y . Table 8. Differences among responses of teachers, by levels of teaching experience, in regard to the frequency of student response to independent reading a c t i v i t i e s by use of small group d i s ­ cussions. Ho: There i s no r e l a t i o n s h i p between t h e years o f tea ch ing exp erien c e of th e elementary school t e a c h e r and t h e frequency o f s t u d e n t response to independent reading a c t i v i ­ t i e s by use of small group d i s c u s s i o n s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Teaching Experience Never Once a Month o r Less Twice a Month Three Times a Month Once a Month More Than Once a Month Total 1-5 Years 6-10 Years 11 Years or More 39 36 35 Total 110 13 10 7 30 5 8 4 17 3 4 1 8 12 9 16 37 15 7 14 36 87 74 77 238 Chi-square - 9.634 with 10 degrees of freedom. This s t a t i s t i c i s not s i g n i f i c a n t a t the .01 l e v e l ; t h e r e f o r e , t h i s study f a i l s t o r e j e c t t h e s t a t i s t i c a l h y p o t h e s is . 62 Hypothesis VIII was d esigned to d e te r m in e i f t h e r e i s a r e l a t i o n s h i p between t h e y e a r s o f te a c h i n g e x p e r i e n c e o f t h e elem entary school te a c h e r and t h e frequency o f s t u d e n t r e s p o n s e t o indep endent reading a c t i v i t i e s by use o f small group d i s c u s s i o n s . This h y p o th e s is was t e s t e d and t h e s i g n i f i c a n t f i n d i n g s a r e as f o llo w : The c h i - s q u a r e f o r Hypothesis VIII was no t s i g n i f i c a n t . Be­ cause o f t h i s , t h e s tu d y concludes t h a t t e a c h e r s a t a l l expe­ r i e n c e l e v e l s tend t o pro v id e o p p o r t u n i t i e s f o r s t u d e n t s to respond t o independent r e ad in g a c t i v i t i e s by use o f small group d i s c u s s i o n s with s i m i l a r fre q u e n c y . Table 9. D iffere n ce s among responses o f t e a c h e r s , by l e v e l s o f tea ch in g e x p e r i e n c e , in regard t o the frequency o f s t u d e n t response t o independent reading a c t i v i t i e s o f a r t e x p re ss io n s such as i l l u s t r a t i o n s . Ho: There i s no r e l a t i o n s h i p between th e y e a r s o f te a c h i n g exp erien c e o f t h e elementary school t e a c h e r and t h e frequency o f s t u d e n t response t o independent reading a c t i v i ­ t i e s by use o f a r t e x p re ss io n s such as i l l u s t r a t i o n s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Teaching Experience Never Once a Month or Less Twice a Month Three Times a Month Once a Month More Than Once a Month Total 1-5 Years 6-10 Years 11 Years o r More Total 13 10 16 39 28 19 14 61 11 11 11 33 5 9 7 21 15 14 18 21 15 11 11 47 87 74 77 238 Chi-square = 7.623 with 10 degrees of freedom. This s t a t i s t i c is not s i g n i f ic a n t a t the .01 level; th e re fo re, t h i s study f a i l s to r e j e c t the s t a t i s t i c a l hypothesis. 64 Hypothesis IX was des ig n ed t o d e te r m in e i f t h e r e i s a r e l a t i o n s h i p between t h e y e a r s o f te a c h i n g e x p e r i e n c e o f t h e elementary school t e a c h e r and t h e f re q u en cy o f s t u d e n t response t o indep endent reading a c t i v i t i e s by use o f a r t e x p r e s s i o n s such as i l l u s t r a t i o n s . This h y p o th e s is was t e s t e d and t h e f i n d i n g s a r e as f o llo w : The c h i - s q u a r e f o r H ypothesis IX was not s i g n i f i c a n t . Because o f t h i s , t h e stu d y concludes t h a t t e a c h e r s a t a l l e x p e r i e n c e l e v e l s tend to p r o v id e o p p o r t u n i t i e s f o r s t u d e n t s t o respond t o in depend ent r e a d i n g a c t i v i t i e s by use o f a r t e x p r e s s io n s such as i l l u s t r a t i o n s w ith s i m i l a r fre q u en cy . Table 10. Differences among responses of teach ers, by levels of teaching experience, in regard to the frequency of student response to independent reading a c t i v i t i e s by use of dramatics. Ho: There i s no r e l a t i o n s h i p between the y e a r s o f te a c h i n g exp erien c e o f t h e elementary school t e a c h e r and t h e frequency o f s t u d e n t respon se t o independent rea ding a c t i v i t i e s by use of d r a m a ti c s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Teaching Experience Never Once a Month o r Less Twice a Month Three Times a Month Once a Month More Than Once a Month Total 1-5 Years 6-10 Years 11 Years o r More Total 30 19 26 75 34 32 28 94 7 4 5 6 6 3 7 5 8 3 8 7 87 74 77 16 15 20 18 238 Chi-square = 7.019 with 10 degrees of freedom. This s t a t i s t i c is not s ig n i f i c a n t a t the .01 le v e l; th e re fo r e , t h i s study f a i l s to r e j e c t the s t a t i s t i c a l hypothesis. 66 H y p o t h e s i s X was d e s i g n e d t o d e t e r m i n e i f t h e r e 1s a r e l a t i o n s h i p b e tw ee n t h e y e a r s o f t e a c h i n g e x p e r i e n c e o f t h e e l e m e n t a r y sc ho o l t e a c h e r and t h e f r e q u e n c y o f s t u d e n t r e s p o n s e t o i n d e p e n d e n t r e a d i n g a c t i v i t i e s by u s e o f d r a m a t i c s . T h i s h y p o t h e s i s was t e s t e d and t h e f i n d i n g s a r e a s f o l l o w : The c h i - s q u a r e f o r H y p o t h e s i s X was n o t s i g n i f i c a n t . B e c a u s e o f t h i s , t h e s t u d y c o n c l u d e s t h a t t e a c h e r s a t a l l e x p e r i e n c e l e v e l s t e n d t o p r o v i d e o p p o r t u n i t i e s f o r s t u d e n t s t o r e s p o n d t o i n d e p e n d e n t r e a d i n g a c t i v i t i e s by u se o f d r a m a t i c s w i t h s i m i l a r f r e q u e n c y . Table 11. Differences among responses of teachers, by grade level groupings, in regard to the frequency of reading trade books to students. Ho: There i s no r e l a t i o n s h i p between t h e l e v e l a t which a t e a c h e r teach es and the f r e ­ quency of reading t r a d e books t o s t u d e n t s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Response 7 Grade Levels Daily Four Times a Meek Three Times a Meek Twice a Meek Once a Meek Less Than Once a Week Never Total Kinder- g a r t e n 1-2 3-4 5-6 16 48 45 26 Total 135 6 15 5 10 36 1 4 9 7 21 0 7 11 6 24 0 2 3 5 0 3 4 9 10 16 0 0 1 3 4 23 79 78 66 246 Chi-square = 34.044 with 18 degrees of freedom. This s t a t i s t i c is not s i g n i f ic a n t a t the .01 le v e l; therefore, th is study f a i l s to r e j e c t the s t a t i s t i c a l hypothesis. 6 8 H y p o t h e s i s XI was d e s i g n e d t o d e t e r m i n e i f t h e r e i s a r e l a t i o n s h i p b e tw e e n t h e l e v e l a t w h i c h a t e a c h e r t e a c h e s and t h e f r e ­ q uency o f r e a d i n g t r a d e books t o s t u d e n t s . T h i s h y p o t h e s i s was t e s t e d and t h e f i n d i n g s a r e a s f o l l o w : The c h i - s q u a r e f o r H y p o t h e s i s XI was n o t s i g n i f i c a n t . Because o f t h i s , t h e s t u d y c o n c l u d e s t h a t t e a c h e r s a t a l l e l e m e n t a r y t e a c h i n g l e v e l s t e n d t o r e a d t r a d e bo oks t o t h e i r s t u d e n t s w i t h s i m i l a r f r e q u e n c y . Table 12. Differences among responses of teachers, by grade level groupings, in regard to the occasion for reading trade books to students. Ho: There i s no r e l a t i o n s h i p between t h e level a t which a t e a c h e r teaches and the occasion f o r reading t r a d e books t o s t u d e n t s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Response 7 At a Regularly Scheduled Time I f There is Free Time A v a ila b le Other Combina­ t i o n of Responses 1 and 2 Combina­ t i o n of Responses 1, 2, 3 Combina­ t i o n of Responses 1 and 3 Combina­ t i o n of Responses 2 and 3 Total Grade Levels Ki nde r- g a rte n 1-2 3-4 5-6 20 47 39 31 Total 137 1 11 17 17 46 1 4 3 11 19 1 11 15 5 32 0 1 2 1 4 0 4 0 1 5 0 0 1 0 1 23 78 77 66 244 Chi-square = 34,482 with 18 degrees of freedom. This s t a t i s t i c is not s i g n i f ic a n t at the ,01 le v e l; th e re fo re, t h i s study f a i l s to r e j e c t the s t a t i s t i c a l hypothesis. 70 H y p o t h e s i s XII was d e s i g n e d t o d e t e r m i n e i f t h e r e i s a r e l a t i o n s h i p b e tw e e n t h e l e v e l a t which a t e a c h e r t e a c h e s an d t h e o c c a ­ s i o n f o r r e a d i n g t r a d e books t o s t u d e n t s . T h i s h y p o t h e s i s was t e s t e d and t h e f i n d i n g s a r e a s f o l l o w : The c h i - s q u a r e f o r H y p o t h e s i s XII was n o t s i g n i f i c a n t . Be­ c a u s e o f t h i s * t h e s t u d y c o n c l u d e s t h a t t e a c h e r s a t a l l e l e m e n t a r y l e v e l s t e n d t o r e a d t r a d e books t o t h e i r s t u d e n t s on s i m i l a r o c c a s i o n s . Table 13. Differences among responses of teachers, by grade level groupings, in regard to the f r e ­ quency of allowance of time for independent reading a c t i v i t i e s . Ho: There i s no r e l a t i o n s h i p between t h e level a t which a t e a c h e r tea ch e s and t h e frequency o f allowance of time f o r independent reading a c t i v i t i e s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Daily Four Times a Week Three Times a Week Twice a Week Once a Week Never Total Grade Level s Kinder­ g a rt e n 1-2 3-4 5-6 16 60 42 31 Total 149 1 0 6 2 9 2 6 6 5 19 2 7 10 16 35 1 4 14 11 30 1 1 0 2 4 23 78 78 67 246 Chi-square = 30.156 with 15 degrees of freedom. This s t a t i s t i c is not sig n ific a n t a t the .01 level; th erefore, th is study f a i l s to r e je c t the s t a t i s t i c a l hypothesis. 72 H y p o t h e s i s X I I I was d e s i g n e d t o d e t e r m i n e i f t h e r e i s a r e l a t i o n s h i p between t h e l e v e l a t which a t e a c h e r t e a c h e s and t h e f r e ­ quency o f a l l o w a n c e o f t i m e f o r i n d e p e n d e n t r e a d i n g a c t i v i t i e s by s t u ­ d e n t s . T h i s h y p o t h e s i s was t e s t e d and t h e f i n d i n g s a r e as f o l l o w s : The c h i - s q u a r e f o r H y p o t h e s i s X I I I was n o t s i g n i f i c a n t . Be­ c a u s e o f t h i s , t h e s t u d y c o n c l u d e s t h a t t e a c h e r s a t a l l e l e m e n t a r y t e a c h i n g l e v e l s t e n d t o a l l o w tim e f o r i n d e p e n d e n t r e a d i n g a c t i v i t i e s w i t h s i m i l a r f r e q u e n c y . Table 14. Differences among responses of teachers, by grade level groupings, in regard to the occa sion for allowance of time for independent reading a c t i v i t i e s . Ho: There i s no r e l a t i o n s h i p between th e level a t which a t e a c h e r teaches and t h e occasion f o r allowance of time f o r independent reading a c t i v i t i e s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Response 7 When Assigned Work is Completed At a Regularly Scheduled Time When Stu­ dents Feel i t i s Appro­ p r i a t e Other Combina­ t i o n of Responses 1 and 2 Combina­ t i o n of Responses 1 and 3 Combina­ t i o n o f Responses 1, 2, 3 Total 6 40 30 17 93 7 9 9 21 46 2 2 2 2 8 3 1 2 1 7 3 15 21 13 52 0 5 1 4 1 1 6 5 22 73 71 63 10 13 229 Grade Levels Kinder­ g a rte n 1-2 3-4 5-6 Total Chi-square = 40.530 with 18 degrees of freedom. This s t a t i s t i c is sig n ific a n t a t the .01 level; therefore, t h i s study re je c ts the s t a t i s t i c a l hypothesis. 74 H y p o t h e s i s XIV was d e s i g n e d t o d e t e r m i n e i f t h e r e i s a r e l a t i o n s h i p b e tw e e n t h e l e v e l a t which a t e a c h e r t e a c h e s and t h e o c c a ­ s i o n f o r a l l o w a n c e o f t i m e f o r i n d e p e n d e n t r e a d i n g a c t i v i t i e s . T h i s h y p o t h e s i s was t e s t e d a nd t h e f i n d i n g s a r e a s f o l l o w s : The c h i - s q u a r e f o r H y p o t h e s i s XIV was s i g n i f i c a n t ; t h e r e f o r e , t h e a l t e r n a t e h y p o t h e s i s i s a c c e p t e d : T h e r e i s a r e l a t i o n s h i p b e tw e e n t h e l e v e l a t w hich a t e a c h e r t e a c h e s and t h e o c c a s i o n f o r a l l o w a n c e o f t i m e f o r i n d e p e n d e n t r e a d i n g a c t i v i t i e s . The a c c e p t a n c e o f t h i s a l t e r n a t e h y p o t h e s i s means t h a t t e a c h ­ e r s who t e a c h a t v a r i o u s e l e m e n t a r y l e v e l s t e n d t o a l l o w t i m e f o r i n d e ­ p e n d e n t r e a d i n g a c t i v i t i e s by s t u d e n t s on d i f f e r e n t o c c a s i o n s . Table 15. Differences among responses of teachers, by grade level groupings, in regard to the f r e ­ quency of response by students to independent reading a c t i v i t i e s by use of written reports. Ho: There i s no r e l a t i o n s h i p between t h e level a t which a t e a c h e r teaches and the f r e ­ quency o f response by s t u d e n ts t o independent reading a c t i v i t i e s by use o f w r i t t e n r e p o r t s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Once a Month o r Less Twice a Month Three Times a Month Once a Week More Than Once a Week Total Never Grade Levels Kinder­ garten 1-2 3-4 5-6 19 57 39 22 Total 137 0 8 26 23 57 0 3 3 6 12 0 3 0 3 6 1 4 3 9 17 0 4 3 2 9 20 79 74 65 238 Chi-square = 47.505 with 15 degrees of freedom. This s t a t i s t i c is sig n ific a n t at the .01 lev el; therefore, th is study re je c ts the s t a t i s t i c a l hypothesis. 76 H y p o t h e s i s XV was d e s i g n e d t o d e t e r m i n e 1 f t h e r e 1s a r e l a t i o n s h i p b etw een t h e l e v e l a t w hic h a t e a c h e r t e a c h e s an d t h e f r e ­ quency o f r e s p o n s e by s t u d e n t s t o I n d e p e n d e n t r e a d i n g a c t i v i t i e s by u s e o f w r i t t e n r e p o r t s . T h i s h y p o t h e s i s was t e s t e d and t h e f i n d i n g s a r e a s fol 1 ow: The c h i - s q u a r e f o r H y p o t h e s i s XV was s i g n i f i c a n t ; t h e r e f o r e , t h e a l t e r n a t e h y p o t h e s i s i s a c c e p t e d : T h e r e i s a r e l a t i o n s h i p b e tw ee n t h e l e v e l a t w h i c h a t e a c h e r t e a c h e s and t h e f r e q u e n c y o f r e s p o n s e s t u d e n t s t o i n d e ­ p e n d e n t r e a d i n g a c t i v i t i e s by u s e o f w r i t t e n r e p o r t s . The a c c e p t a n c e o f t h i s a l t e r n a t e h y p o t h e s i s means t h a t t e a c h ­ e r s who t e a c h a t v a r i o u s e l e m e n t a r y l e v e l s t e n d t o p r o v i d e o p p o r t u n i t i e s f o r s t u d e n t s t o r e s p o n d t o i n d e p e n d e n t r e a d i n g a c t i v i t i e s by u s e o f w r i t t e n r e p o r t s w i t h v a r i e d f r e q u e n c y . Table 16. Differences among responses of teachers, by grade level groupings, in regard to the f r e ­ quency of response by students to independent reading a c t i v i t i e s by use of a combination of written and oral reports. Ho: There i s no r e l a t i o n s h i p between t h e level a t which a t e a c h e r tea ch e s and t h e frequency o f response by s t u d e n ts t o independent reading a c t i v i t i e s by use of a combination of w r i t t e n and o ral r e p o r t s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Once a Month o r Less Twice a Month Three Times a Month Once a Week More Than Once a Week Total Never Grade Levels Ki nder- g arten 1-2 3-4 5-6 18 57 26 23 Total 124 1 9 31 25 66 0 1 8 3 12 0 3 1 4 8 1 5 6 7 19 0 4 2 3 9 20 79 74 65 238 Chi-square = 52.404 with 15 degrees of freedom. This s t a t i s t i c is sig n ific a n t at the .01 level; therefore, th is study reje cts the s t a t i s t i c a l hypothesis. 78 H y p o t h e s i s XVI was d e s i g n e d t o d e t e r m i n e 1 f t h e r e i s a r e l a t i o n s h i p b e tw e e n t h e l e v e l a t w hich a t e a c h e r t e a c h e s and t h e f r e ­ q uency o f r e s p o n s e by s t u d e n t s t o I n d e p e n d e n t r e a d i n g a c t i v i t i e s by u s e o f a c o m b i n a t i o n o f w r i t t e n a nd o r a l r e p o r t s . T h i s h y p o t h e s i s was t e s t e d and t h e f i n d i n g s a r e a s f o l l o w s : The c h i - s q u a r e f o r H y p o t h e s i s XVI was s i g n i f i c a n t ; t h e r e f o r e , t h e a l t e r n a t e h y p o t h e s i s 1s a c c e p t e d : T h e r e i s a r e l a t i o n s h i p b e tw e e n t h e l e v e l a t w h i c h a t e a c h e r t e a c h e s a n d t h e f r e q u e n c y o f r e s p o n s e by s t u d e n t s t o i n d e ­ p e n d e n t r e a d i n g a c t i v i t i e s by u s e o f a c o m b i n a t i o n o f w r i t t e n and o r a l r e p o r t s . The a c c e p t a n c e o f t h i s a l t e r n a t e h y p o t h e s i s means t h a t t e a c h e r s who t e a c h a t v a r i o u s e l e m e n t a r y l e v e l s t e n d t o p r o v i d e o p p o r t u n i t i e s f o r s t u d e n t s t o r e s p o n d t o i n d e p e n d e n t r e a d i n g a c t i v i t i e s by u s e o f w r i t t e n a nd o r a l r e p o r t s w i t h v a r i e d f r e q u e n c y . Table 17. Differences among responses of teachers, by grade level groupings, in regard to the f r e ­ quency of response by students to independent reading a c t i v i t i e s by use of oral reports. Ho: There i s no r e l a t i o n s h i p between the level a t which a t e a c h e r tea ch e s and t h e f r e ­ quency of response by s t u d e n t s to independent reading a c t i v i t i e s by use of oral r e p o r t s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Once a Month o r Less Twice a Month Three Times a Month Once a Week More Than Once a Week Total Never Grade Levels Kinder­ g a rt e n 1-2 3-4 5-6 14 38 30 24 Total 106 2 12 20 23 57 2 7 12 8 29 0 4 2 1 7 0 10 9 9 28 2 8 1 0 20 79 74 65 11 238 Chi-square = 30,079 with 15 degrees of freedom. This s t a t i s t i c is not s ig n i fic a n t a t the .01 level; th e re fo re, this study f a i l s to r e je c t the s t a t i s t i c a l hypothesis. 80 H y p o t h e s i s XVII was d e s i g n e d t o d e t e r m i n e i f t h e r e i s a r e l a t i o n s h i p b e tw e e n t h e l e v e l a t w h ic h a t e a c h e r t e a c h e s and t h e f r e ­ quency o f r e s p o n s e by s t u d e n t s t o i n d e p e n d e n t r e a d i n g a c t i v i t i e s by u s e o f o r a l r e p o r t s . T h i s h y p o t h e s i s was t e s t e d and t h e f i n d i n g s a r e as f o l l o w s : The c h i - s q u a r e f o r H y p o t h e s i s XVII was n o t s i g n i f i c a n t . Be­ c a u s e o f t h i s , t h e s t u d y c o n c l u d e s t h a t t e a c h e r s a t a l l e l e m e n t a r y t e a c h i n g l e v e l s t e n d t o p r o v i d e o p p o r t u n i t i e s f o r s t u d e n t s t o r e s p o n d t o i n d e p e n d e n t r e a d i n g a c t i v i t i e s by u s e o f o r a l r e p o r t s w i t h s i m i l a r f r e q u e n c y . Table 18. Differences among responses of teachers, by grade level groupings, in regard to the f r e ­ quency of response by students to independent reading a c t i v i t i e s by use of small group discussions. Ho: There i s no r e l a t i o n s h i p between t h e lev e l a t which a t e a c h e r tea ch e s and t h e f r e ­ quency o f response by s t u d e n t s to independent reading a c t i v i t i e s by use o f small group d i s c u s s i o n s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Never Once a Month or Less Twice a Month Three Times a Month Once a Week More Than Once a Week Total Grade Levels Kinder­ g a rt e n 1-2 3-4 5-6 6 36 37 31 Total 110 0 9 11 10 30 1 4 5 7 17 0 1 5 2 8 3 16 8 10 37 10 13 8 5 36 20 79 74 65 238 Chi-square = 32.450 degrees of freedom. This s t a t i s t i c is s ig n i fic a n t a t the .01 le vel; therefore, th is study re je c ts the s t a t i s t i c a l hypothesis. 8 2 Hypothesis XVIII was d esigned to d eterm ine i f t h e r e i s a r e l a t i o n s h i p between t h e le v e l a t which a t e a c h e r te a c h e s and th e f r e ­ quency o f resp onses by s t u d e n t s t o Independent reading a c t i v i t i e s by use o f small group d i s c u s s i o n s . This h y p o th e s is was t e s t e d and the f i n d i n g s a r e as f o llo w : The c h i - s q u a r e f o r Hypothesis XVIII was s i g n i f i c a n t ; t h e r e ­ f o r e , t h e a l t e r n a t e h y p o th e sis i s acce pted: There i s a r e l a t i o n s h i p between t h e level a t which a t e a c h e r te ach e s and t h e frequency of resp o n se by s t u d e n t s to in d e ­ pendent r e a d in g a c t i v i t i e s by u se of small group d i s c u s s i o n s . The ac ce ptanc e o f t h i s a l t e r n a t e h y p o th e sis means t h a t t e a c h ­ ers who t e a c h a t v a r io u s elem entary l e v e l s tend to p r o v id e o p p o r t u n i t i e s f o r s t u d e n t s to respond t o independent re a d in g a c t i v i t i e s by use of small group d i s c u s s i o n s w ith v a r ie d f re q u e n c y . Table 19. Differences among responses of teachers, by grade level groupings, in regard to the f r e ­ quency of response by students to independent reading a c t i v i t i e s by use of a r t expressions such as i l l u s t r a t i o n s . Ho: There i s no r e l a t i o n s h i p between t h e le v e l a t which a t e a c h e r te a c h e s and t h e f r e ­ quency o f res ponse by s t u d e n t s t o independent reading a c t i v i t i e s by use o f a r t e x p r e s ­ s i o n s such as i l l u s t r a t i o n s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Never Once a Month o r Less Twice a Month Three Times a Month Once a Meek More Than Once a Week Total 4 11 14 10 39 4 15 17 25 61 1 7 15 10 33 2 4 10 5 21 4 22 11 10 47 5 20 7 5 37 20 79 74 65 238 Grade Levels Kinder­ g a r t e n 1-2 3-4 5-6 Total Chi-square = 29.351 with 15 degrees of freedom. This s t a t i s t i c is not s i g n i f i c a n t a t the .01 le v el; th e re fo re , th is study f a i l s to r e j e c t the s t a t i s t i c a l hypothesis. 8 4 H y p o t h e s i s XIX was d e s i g n e d t o d e t e r m i n e i f t h e r e i s a r e l a t i o n s h i p b e tw e e n t h e l e v e l a t which a t e a c h e r t e a c h e s and t h e f r e ­ quency o f r e s p o n s e by s t u d e n t s t o i n d e p e n d e n t r e a d i n g a c t i v i t i e s by u se o f a r t e x p r e s s i o n s s u c h as i l l u s t r a t i o n s . The h y p o t h e s i s was t e s t e d and t h e f i n d i n g s a r e as f o l l o w : The c h i - s q u a r e f o r H y p o t h e s i s XIX was n o t s i g n i f i c a n t . Be­ c a u s e o f t h i s , t h e s t u d y c o n c l u d e s t h a t t e a c h e r s a t a l l e l e m e n t a r y t e a c h i n g l e v e l s t e n d t o p r o v i d e o p p o r t u n i t i e s f o r s t u d e n t s t o r e s p o n d t o i n d e p e n d e n t a c t i v i t i e s by u s e o f a r t e x p r e s s i o n s s u c h a s i l l u s t r a t i o n s w i t h s i m i l a r f r e q u e n c y . Table 20. Differences among responses of teachers, by grade level groupings, in regard to the f r e ­ quency of response by students to independent reading a c t i v i t i e s by use of dramatics. Ho: There i s no r e l a t i o n s h i p between th e le v e l a t which a t e a c h e r te a c h e s and t h e f r e ­ quency o f re sponse by s t u d e n t s to independent reading a c t i v i t i e s by use o f d r a m a ti c s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Never Once a Month o r Less Twice a Month Three Times a Month Once a Week More Than Once a Week Total 3 26 23 23 75 6 26 36 26 94 2 5 4 5 1 5 5 4 3 7 4 6 16 15 20 5 10 2 1 18 20 79 74 65 238 Grade Levels Kinder­ g a r t e n 1-2 3-4 5-6 Total Chi-square - 23.774 with 15 degrees of freedom. This s t a t i s t i c is not s ig n i fic a n t a t the .01 level; th e re fo re, th is study f a i l s to r e j e c t the s t a t i s t i c a l hypothesis. 86 Hypothesis XX was designed t o d e term in e i f t h e r e i s a r e l a t i o n s h i p between t h e le v e l a t which a t e a c h e r te a c h e s and t h e f r e ­ quency o f re sp o n se by s t u d e n t s t o in dependent r e ad in g a c t i v i t i e s by use o f d r a m a t i c s . This h y p o th e s is was t e s t e d and t h e f i n d i n g s a r e as f o llo w s: The c h i - s q u a r e f o r Hypothesis XX was not s i g n i f i c a n t . Be­ cause o f t h i s , t h e study concludes t h a t t e a c h e r s a t a l l e l a n e n t a r y l e v e l s te n d t o p r o v id e o p p o r t u n i t i e s f o r s t u d e n t s to respond to independent a c t i v i t i e s by use o f d r a m a tic s w ith s i m i l a r fre q u en cy . Table 21. Differences among responses to teachers, by comnunity types, in regard to the frequency of reading trade books to students. Ho: There i s no r e l a t i o n s h i p between t h e type of community in which a t e a c h e r tea ch e s and the frequency of read in g t r a d e books t o s t u d e n t s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Response 7 Community Type Daily Four Times a Week Three Times a Week Twice a Week Once a Week Less Than Once a Week M etropolitan Core Urban Fringe Rural 43 42 50 Total 135 11 15 10 36 9 3 9 11 8 5 4 2 4 6 4 6 21 24 10 16 Never Total \ 1 2 1 4 85 76 85 246 Chi-square = 8.976 with 12 degrees of freedom. This s t a t i s t i c is not s ig n i fic a n t a t the .01 level; th e re fo re , t h i s study f a i l s to r e je c t the s t a t i s t i c a l hypothesis. 8 8 H y p o t h e s i s XXI was d e s i g n e d t o d e t e r m i n e i f t h e r e i s a r e l a t i o n s h i p b etw een t h e t y p e o f community i n which a t e a c h e r t e a c h e s and t h e f r e q u e n c y o f r e a d i n g t r a d e bo ok s t o s t u d e n t s . T h i s h y p o t h e s i s was t e s t e d and t h e f i n d i n g s a r e a s f o l l o w : The c h i - s q u a r e f o r H y p o t h e s i s XXI was n o t s i g n i f i c a n t . Be­ c a u s e o f t h i s , t h e s t u d y c o n c l u d e s t h a t t e a c h e r s i n a l l s e l e c t e d com m unity t y p e s t e n d t o r e a d t r a d e books t o t h e i r s t u d e n t s w i t h s i m i l a r f r e q u e n c y . Table 22. Differences among responses of teachers, by corrmunity types, in regard to the occasion for reading trade books to students. Ho: There i s no r e l a t i o n s h i p between t h e type of community in which a t e a c h e r tea ch e s and t h e occasion f o r reading t r a d e books t o s t u d e n t s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Response 7 At a Regularly Scheduled Time I f There Is Free Time A vaila b le Other Combina­ t i o n of Responses 1 and 2 Combina­ t i o n of Responses 1, 2, 3 Combina­ t i o n o f Responses 1 and 3 Combina­ t i o n of Responses 2 and 3 Total Community Type M etropolitan Core 51 Urban Fringe Rural 45 41 Total 137 23 7 16 46 5 6 8 19 6 11 15 32 0 1 3 4 0 3 2 5 0 1 0 1 85 74 85 244 Chi-square = 21.346 with 12 degrees of freedom. This s t a t i s t i c is not s i g n i f ic a n t a t the .01 level; therefo re, th is study f a i l s to r e j e c t the s t a t i s t i c a l hypothesis. 90 Hypothesis XXII was designed t o d e term in e i f t h e r e i s a r e l a t i o n s h i p between t h e ty p e of community in which a t e a c h e r te a c h e s and t h e o c c a sio n f o r r e a d i n g t r a d e books t o s t u d e n t s . This h y p o th e sis was t e s t e d and t h e f i n d i n g s a r e as f o llo w : The c h i - s q u a r e f o r Hypothesis XXII was not s i g n i f i c a n t . Be­ ca use o f t h i s , t h e study concludes t h a t t e a c h e r s in a l l s e l e c t e d community type s te n d to r ead t r a d e books t o t h e i r s t u d e n t s on s i m i l a r o c c a s i o n s . Table 23. Differences among responses of teachers, by community types, in regard to the frequency of allowance of time for independent reading a c t i v i t i e s . Ho: There i s no r e l a t i o n s h i p between the ty pe of community in which a t e a c h e r tea ch e s and t h e frequency of allowance of time f o r independent reading a c t i v i t i e s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Community Type Daily Four Times a Week Three Times a Week Twice a Week Once a Week Never Total Me tropolitan Core Urban Fringe Rural 50 49 50 Total 149 6 1 2 9 9 4 6 19 9 15 11 35 11 5 14 30 1 1 2 4 86 75 85 246 Chi-square = 12.260 with 10 degrees of freedom. This s t a t i s t i c is not sig n ific a n t at the .01 le v e l; th e re fo re , t h i s study f a i l s to r e j e c t the s t a t i s t i c a l hypothesis. 92 Hypothesis XXIII was designed t o determ ine i f t h e r e i s a r e l a t i o n s h i p between t h e ty p e of community i n which a t e a c h e r te a c h e s and t h e frequency o f allow an ce o f time f o r Independent r e a d i n g a c t i v i ­ t i e s by s t u d e n t s . This h y p o th e s is was t e s t e d and t h e f i n d i n g s a r e as f o l l o w s : The c h i - s q u a r e f o r Hypothesis XXIII was not s i g n i f i c a n t . Be­ cause o f t h i s , t h e s tu d y concludes t h a t t e a c h e r s i n a l l s e l e c t e d community types te n d t o a l lo w time f o r independent r e a d in g a c t i v i t i e s with s i m i l a r fre q u e n c y . Table 24, Differences among responses o f tea c h e rs , by community types, in regard to the occasion for allowance of time fo r independent reading a c t i v i t i e s . Ho: There i s no r e l a t i o n s h i p between the type o f community in which a t e a c h e r teaches and t h e occa sion f o r allowance o f time f o r independent reading a c t i v i t i e s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Response 7 When Assigned Work i s Completed At a Regularly Scheduled Time When S t u ­ d e n ts Feel i t i s Appro­ p r i a t e Community Type Other Combina­ t i o n of Responses 1 and 2 Combi n a­ t i o n of Responses 1 and 3 Combina­ t i o n of Responses 1, 2, 3 Total M etro p oli tan Core 32 Urban Fringe Rural Total 28 33 93 16 17 13 46 3 3 2 8 3 2 2 7 20 15 17 52 4 2 4 5 2 6 83 69 77 10 13 229 Chi-square = 3.958 with 12 degrees o f freedom. This s t a t i s t i c i s not s i g n i f i c a n t at the .01 l e v e l ; t h e r e f o r e , t h i s study f a i l s t o r e j e c t the s t a t i s t i c a l hyp othe sis. 94 Hypothesis XXIV was designed t o determ ine i f t h e r e i s a r e l a t i o n s h i p between t h e t y p e o f community in which a t e a c h e r teach es and t h e o c c a s io n f o r allow ance o f tim e f o r independent r e a d i n g a c t i v i ­ t i e s . This h y p o th e sis was t e s t e d and t h e f i n d i n g s a r e as f o l l o w s : The c h i - s q u a r e f o r Hypothesis XXIV was not s i g n i f i c a n t . Be­ cause of t h i s , t h e s tu d y concludes t h a t t e a c h e r s in a l l s e l e c t e d community ty p e s te n d to allow time f o r independent re a d in g a c t i v i t i e s by s t u d e n t s on s i m i l a r o c c a s i o n s . Table 25. Differences among responses of t ea chers, by community ty pes, In regard to the frequency of response by students to independent reading a c t i v i t i e s by use of written reports. Ho: There is no r e l a t i o n s h i p between th e type of community in which a t e a c h e r teaches and t h e frequency of response by s t u d e n t s to independent reading a c t i v i t i e s by use of w r i t t e n r e p o r t s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Conmunity Type Never Once a Month o r Less Twice a Month Three Times a Month Once a Week More Than Once a Week Total Metropolitan Core Urban Fringe Rural 48 43 46 Total 137 17 15 25 57 5 4 3 12 1 3 2 6 8 4 5 17 3 4 2 9 82 73 83 238 Chi-square = 6.145 with 10 degrees o f freedom. This s t a t i s t i c i s not s i g n i f i c a n t at the .01 l e v e l ; t h e re fo re , t h i s study f a i l s to r e j e c t the s t a t i s t i c a l hypothesis. 96 Hypothesis XXV was designed t o d e te r m in e i f t h e r e I s a r e l a t i o n s h i p between t h e t y p e of community 1n which a t e a c h e r te a c h e s and t h e frequency o f r e s p o n s e by s t u d e n t s to independent re a d in g a c t i ­ v i t i e s by use of w r i t t e n r e p o r t s . This h y p o th e s is was t e s t e d and t h e f in d in g s a r e as fo llo w : The c h i - s q u a r e f o r Hypothesis XXV was not s i g n i f i c a n t . Be­ cause o f t h i s , t h e study concludes t h a t t e a c h e r s in a l l s e l e c t e d community type s tend t o p rovide o p p o r t u n i t i e s f o r s t u d e n t s to respond to in dependent reading a c t i v i t i e s by use o f w r i t t e n r e p o r t s with s i m i l a r fre q u en cy . Table 26. Differences among responses o f tea c h e rs , by community typ e s, in regard to the frequency of response by students to independent reading a c t i v i t i e s by use o f a combination of written and oral reports. Ho: There i s no r e l a t i o n s h i p between the type of conmunity in which a t e a c h e r teaches and t h e frequency o f response by s t u d e n t s t o independent reading a c t i v i t i e s by use of a combination of w r i t t e n and or al r e p o r t s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Conmunity Type Never Once a Month o r Less Twice a Month Three Times a Month Once a Week More Than Once a Week Total Me tropolitan Core Urban Fri nge Rural Total 50 33 41 124 19 21 26 66 2 7 3 12 1 4 3 8 8 4 7 19 2 4 3 9 82 73 83 238 Chi-square = 11.463 with 10 degrees o f freedom. This s t a t i s t i c i s not s i g n i f i c a n t at the .01 l e v e l ; th e re fo re , t h i s study f a i l s to r e j e c t the s t a t i s t i c a l hypothesis. 98 Hypothesis XXVI was designed t o d e term in e i f t h e r e i s a r e l a t i o n s h i p between t h e ty pe of community in which a t e a c h e r t e a c h e s and t h e frequency o f re sp o n se by s t u d e n t s t o in dependent r e ad in g a c t i ­ v i t i e s by use o f a com bination o f w r i t t e n and o r a l r e p o r t s . This hypo­ t h e s i s was t e s t e d and t h e f i n d i n g s a r e as f o llo w : The c h i - s q u a r e f o r Hypothesis XXVI was not s i g n i f i c a n t . Be­ ca use o f t h i s , t h e study concludes t h a t t e a c h e r s in a l l s e l e c t e d community types te n d to p ro v id e o p p o r t u n i t i e s f o r s t u d e n t s t o respond to in dependent r e a d in g a c t i v i t i e s by use o f w r i t t e n and o r a l r e p o r t s w ith s i m i l a r fre q u en cy . Table 27. Differences among responses o f teac h e rs , by conmunity ty p e s, in regard to the frequency of response by students to independent reading a c t i v i t i e s by use of oral reports. Ho: There i s no r e l a t i o n s h i p between t h e type o f community in which a t e a c h e r teaches and t h e frequency o f response by s t u d e n t s t o independent reading a c t i v i t i e s by use of or al r e p o r t s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Community Type Never Once a Month o r Less Twice a Month Three Times a Month Once a Week More Than Once a Week Total Metropolitan Core Urban Fringe Rural Total 38 28 40 106 19 20 18 57 10 7 12 29 2 4 1 7 9 9 10 28 4 5 2 82 73 83 11 238 Chi-square = 6.515 with 10 degrees of freedom. This s t a t i s t i c i s not s i g n i f i c a n t at the .01 l e v e l ; t h e re fo re , t h i s study f a i l s to r e j e c t the s t a t i s t i c a l hypothesis. 100 H ypothesis XXVH was designed to determ ine i f t h e r e i s a r e l a t i o n s h i p between th e ty p e o f community in which a t e a c h e r te a c h e s and t h e f re q u en cy o f r e s p o n s e s by s t u d e n t s t o in dependent reading a c t i ­ v i t i e s by use o f o r a l r e p o r t s . This h y p o th e s is was t e s t e d and t h e f i n d ­ ings a r e as f o llo w : The c h i - s q u a r e f o r Hypothesis XXVII was not s i g n i f i c a n t . Be­ c a u se o f t h i s , t h e s tu d y concludes t h a t t e a c h e r s in a l l s e l e c t e d community type s tend t o p ro v id e o p p o r t u n i t i e s f o r s t u d e n t s t o respond to independent read in g a c t i v i t i e s by use o f o r a l r e p o r t s w ith s i m i l a r f re q u e n c y . Table 28. Differences among responses o f teachers, by community ty p e s, in regard to the frequency of response by students to independent reading a c t i v i t i e s by use of small group d i s c u s s i o n s . Ho: There i s no r e l a t i o n s h i p between the ty pe o f community in which a t e a c h e r teaches and the frequency o f response by s t u d e n t s t o independent reading a c t i v i t i e s by use of small group d i s c u s s i o n s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Community Type Never Once a Month o r Less Twice a Month Three Times a Month Once a Week More Than Once a Week Total Metropoli tan Core Urban Fri nge Rural Total 41 29 40 110 5 12 13 30 7 5 5 17 1 3 4 8 15 10 12 37 13 14 9 36 82 73 83 238 Chi-square = 9.803 with 10 degrees o f freedom. This s t a t i s t i c i s not s i g n i f i c a n t at the .01 l e v e l ; t h e r e f o r e , t h i s study f a i l s to r e j e c t the s t a t i s t i c a l hypothesis. 102 Hypothesis XXVIII was designed t o determine i f t h e r e i s a r e l a t i o n s h i p between t h e ty p e of community in which a t e a c h e r teaches and th e frequency o f r e s p o n s e by s t u d e n t s t o independent r e a d i n g a c t i ­ v i t i e s by use o f small group d i s c u s s i o n s . This h y p o th e sis was t e s t e d and t h e f i n d i n g s a r e as f o llo w : The c h i - s q u a r e f o r Hypothesis XXVIII was not s i g n i f i c a n t . Because of t h i s * t h e study c o n c lu d es t h a t t e a c h e r s in a l l s e l e c t e d community types te n d t o provide o p p o r t u n i t i e s f o r s t u d e n t s to respond to independent reading a c t i v i t i e s by use o f small group d i s c u s s i o n s w i t h s i m i l a r f r e q u e n c y . Table 29. Differences among responses o f tea c h e r s , by conmunity t y p e s , in regard t o the frequency of response by students to independent reading a c t i v i t i e s by use o f art expressions such as i l l u s t r a t i o n s . Ho: There i s no r e l a t i o n s h i p between t h e type o f conmunity in which a t e a c h e r te a c h e s and t h e frequency o f response by s t u d e n t s t o independent reading a c t i v i t i e s by use o f a r t ex p re ss io n s such as i l l u s t r a t i o n s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Community Type Never Once a Month o r Less Twice a Month Three Times a Month Once a Week More Than Once a Week Total Metropoli tan Core Urban Fringe Rural Total 13 12 14 39 22 19 20 61 8 13 12 33 7 4 10 21 19 10 18 47 13 15 9 37 82 73 83 238 Chi-square = 8.260 with 10 degrees o f freedom. This s t a t i s t i c i s not s i g n i f i c a n t at the .01 l e v e l ; t h e r e f o r e , t h i s study f a i l s to r e j e c t the s t a t i s t i c a l hypothesis. 104 H ypothesis XXIX was desig n ed to d e term in e i f t h e r e i s a r e l a t i o n s h i p between t h e ty p e o f corrmunity in which a t e a c h e r te a c h e s and t h e f re q u en cy o f response by s t u d e n t s t o inde p en d en t r e a d i n g a c t i ­ v i t i e s by use o f a r t e x p r e s s i o n s such as i l l u s t r a t i o n s . This h y p o th e s is was t e s t e d and t h e f i n d i n g s a r e as f o llo w : The c h i - s q u a r e f o r H ypothesis XXIX was not s i g n i f i c a n t . Be­ c a u se o f t h i s , t h e stu d y concludes t h a t t e a c h e r s in a l l s e l e c t e d community ty p e s tend t o p r o v id e o p p o r t u n i t i e s f o r s t u d e n t s to respond t o independent re a d in g a c t i v i t i e s by use o f a r t e x p r e s s io n s such as i l l u s t r a t i o n s with s i m i l a r frequency. Table 30. Differences among responses o f t e a c h e r s , by conmunity types, in regard to the frequency of response by students to independent reading a c t i v i t i e s by use o f dramatics. Ho: There i s no r e l a t i o n s h i p between th e ty p e o f community in which a t e a c h e r tea ch e s and t h e frequency o f response by s t u d e n t s t o independent reading a c t i v i t i e s by use o f d r a m a ti c s . Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Community Type Never Once a Month o r Less Twice a Month Three Times a Month Once a Week More Than Once a Week Total M etropolitan Core Urban Fringe Rural Total 24 19 32 75 28 36 30 94 4 5 7 8 3 4 7 7 6 16 15 20 11 3 4 18 82 73 83 238 Chi-square = 13.873 with 10 degrees o f freedom. This s t a t i s t i c i s not s i g n i f i c a n t at the .01 l e v e l ; t h e r e f o r e , t h i s study f a i l s t o r e j e c t the s t a t i s t i c a l hypothesis. 106 H ypothesis XXX was des ig n ed to d e te r m in e i f t h e r e i s a r e l a t i o n s h i p between t h e type o f community in which a t e a c h e r te a c h e s and t h e frequency o f response by s t u d e n t s t o ind e p en d en t r e a d i n g a c t i ­ v i t i e s by use of d r a m a t i c s . T h is h y p o th e sis was t e s t e d and t h e f i n d ­ ings a r e as fo llo w : The c h i - s q u a r e f o r H ypothesis XXX was n o t s i g n i f i c a n t . Be­ ca u se o f t h i s , t h e s tu d y concludes t h a t te a c h e r s i n a l l s e l e c t e d community ty p e s tend to p r o v id e o p p o r t u n i t i e s f o r s t u d e n t s to respond t o independent r e a d i n g a c t i v i t i e s by use o f d r a m a tic s with s i m i l a r fre q u en cy . Table 31. Differences among responses of teachers in regard to actual frequency and ideal frequency o f reading of trade books to students. Ho: There i s no r e l a t i o n s h i p between th e a c t u a l frequency o f reading o f t r a d e books to s t u d e n t s and t h e frequency o f reading t r a d e books t h a t t e a c h e r s f e e l i s i d e a l . Ideal Frequency Daily Four Times a Week Three Times a Week Twice a Week Once a Week Total Ideal Frequency Daily 132 Four Times a Meek Three Times a Week Twice a Week Once a Week Less Than Once a Week Never Total 34 16 16 4 11 3 216 3 2 0 1 1 0 0 7 0 0 4 2 1 1 0 8 0 0 1 4 0 1 1 7 0 0 0 0 4 2 0 6 135 36 21 23 10 15 4 244 Chi-square = 135.558 with 24 degrees o f freedom. This s t a t i s t i c i s s i g n i f i c a n t at the .01 l e v e l ; t h e r e f o r e , t h i s study r e j e c t s the s t a t i s t i c a l hypothesis. 108 H ypothesis XXXI was d esigned t o determ ine i f t h e r e is a r e l a t i o n s h i p between t h e a c tu a l frequ ency of reading books t o s tu d e n ts and t h e frequency o f read in g o f t r a d e books t h a t t e a c h e r s f e e l is i d e a l . This h y p o th e s is was t e s t e d and t h e f i n d i n g s a r e as f o llo w : The c h i - s q u a r e f o r H ypothesis XXXI was s i g n i f i c a n t ; t h e r e f o r e , t h e a l t e r n a t e h y p o th e s is i s a c c e p te d : There i s a r e l a t i o n s h i p between t h e ac tu a l f r e q u e n c y of r e a d ­ ing o f t r a d e books t o s t u d e n t s and th e f re q u en cy o f reading o f t r a d e books f a t t e a c h e r s f e e l i s id eal* The a c c e p ta n c e o f t h i s a l t e r n a t e h y p o th e sis means t h a t th e r e is a s i g n i f i c a n t d i f f e r e n c e in what t e a c h e r s p r a c t i c e and what te a c h e r s f e e l i s id e al in r e g a r d t o th e frequency of tiie reading o f t r a d e books to s t u d e n t s . Table 32. Differences among responses of teachers in regard to actual occasions and ideal occasions for reading o f trade books to stude nts. Ho: There i s no r e l a t i o n s h i p between t h e a c t u a l o c ca sio n s f o r rea d in g t r a d e books t o s t u ­ dents and t h e occasions f o r readin g t r a d e books t o s t u d e n t s t h a t t e a c h e r s f e e l a re i d e a l . Ideal Occasions Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 At a Regularly Scheduled Time I f There Is Free Time A v a ila b le Other Combina­ t i o n of Responses 1 and 2 Combina­ t i o n of Responses 1, 2 , 3 Combina­ t i o n o f Responses 1 and 3 Total 111 33 8 3 9 l 7 1 a 14 1 o 1 0 n 1 0 A 137 44 - * Actual Occasions Response 1 At a Regularly Scheduled Time Response 2 I f There is Free Time A va ila ble Response 3 Other 14 Response 4 Combination of Responses 1 and 2 Response 5 Combination o f Responses 1. 2, 3 Response 6 Combination of Responses 1 and 3 Total 171 0 0 0 13 3 0 0 19 12 0 3 32 0 30 0 2 2 6 5 241 Chi-square = 152.641 with 30 degrees o f freedom. This s t a t i s t i c i s s i g n i f i c a n t a t th e .01 l e v e l ; t h e r e f o r e , t h i s study r e j e c t s the s t a t i s t i c a l h y p o th e s is . I l l H ypothesis XXXII was d esigned t o determ ine i f t h e r e i s a r e l a t i o n s h i p between t h e a c t u a l o c c a sio n s f o r re a d in g t r a d e books t o s t u d e n t s and t h e o c c a s i o n s f o r r e a d in g t r a d e books t o s t u d e n t s t h a t t e a c h e r s f e e l a r e i d e a l . This h y p o th e s is was t e s t e d and t h e f i n d i n g s a r e as f o llo w : The c h i - s q u a r e f o r Hypothesis XXXII was s i g n i f i c a n t ; t h e r e ­ f o r e , t h e a l t e r n a t e h y p o t h e s i s i s a c c e p te d : There i s a r e l a t i o n s h i p between the a c t u a l o c c a s i o n s f o r re a d i n g t r a d e books to s t u d e n t s and t h e o c c a s i o n s f o r r e a d in g t r a d e books to s t u d e n t s t h a t t e a c h e r s f e e l a r e i d e a l . The a c c e p ta n c e o f t h i s a l t e r n a t e h y p o th e s is means t h a t t h e r e i s a s i g n i f i c a n t d i f f e r e n c e in what t e a c h e r s p r a c t i c e and what t e a c h e r s f e e l i s id e a l in regard t o t h e o c c a s i o n s f o r re a d in g t r a d e books to s t u d e n t s . Table 33. Differences among responses o f teachers in regard to actual frequency o f allowance of time for independent reading a c t i v i t i e s and ideal frequency of allowance o f time for independ­ ent reading a c t i v i t i e s * Ho: There i s no r e l a t i o n s h i p between th e a ctual frequency of allowance of time f o r i n d e ­ pendent reading a c t i v i t i e s and the frequency o f allowance of time f o r independent r eading a c t i v i t i e s t h a t t e a c h e r s f e e l i s i d e a l . Ideal Frequency o f Allowance o f Time f o r Independent Reading A c t i v i t i e s Actual Frequency Daily Four Times a Week Three Times a Week Twice a Week Once a Week Never Total Daily 131 Four Times a Week Three Times a Week Twice a Week Once a Week Never Total 7 12 22 17 4 193 1 1 1 2 0 0 5 5 1 4 6 ' 3 0 19 7 0 ‘ 2 4 6 0 19 3 0 0 1 3 0 7 0 0 0 0 1 0 1 147 9 19 35 30 4 244 Chi-square = 50.147 with 25 degrees o f freedom. This s t a t i s t i c i s s i g n i f i c a n t at the .01 l e v e l ; t h e r e f o r e , t h i s study r e j e c t s the s t a t i s t i c a l hyp othe sis. 113 Hypotiiesis XXXIII was des ig n ed to d e te r m in e i f t h e r e i s a r e l a t i o n s h i p between t h e a c t u a l f re q u en cy o f allow ance o f time f o r independent r e a d i n g a c t i v i t i e s t h a t t e a c h e r s f e e l i s i d e a l . The hypo­ t h e s i s was t e s t e d and t h e f i n d i n g s a r e as f o l l o w : The c h i - s q u a r e f o r H ypothesis XXXIII was s i g n i f i c a n t i t h e r e ­ f o r e , t h e a l t e r n a t e h y p o th e s is i s a c c e p te d : There i s a r e l a t i o n s h i p between t h e a c t u a l f re q u en cy o f allo w an ce o f time f o r in depend ent r e a d in g a c t i v i t i e s t h a t t e a c h e r s f e e l i s i d e a l . The a c c e p ta n c e o f t h i s a l t e r n a t e h y p o th e s is means t h a t t h e r e i s a s i g n i f i c a n t d i f f e r e n c e in what t e a c h e r s p r a c t i c e and what t e a c h e r s f e e l i s i d e a l in r eg ard t o t h e frequency o f allow ance of time f o r i n d e ­ pendent r e a d i n g a c t i v i t i e s . Table 34. Differences among responses o f teachers in regard t o actual occasions for allowance time for independent reading a c t i v i t i e s and ideal occasions for allowance o f time for independ­ ent reading a c t i v i t i e s . Ho: There i s no r e l a t i o n s h i p between th e a c tu a l o ccasio ns f o r allowance of time f o r i n d e ­ pendent reading a c t i v i t i e s and t h e occasions f o r allowance of time f o r independent reading a c t i v i t i e s t h a t t e a c h e r s fe e l a r e i d e a l . Ideal Occasions f o r Allowance of Time f o r Independent Reading A c t i v i t i e s Response 1 Response 2 Response 3 Response 4 Response 5 Response 6 Response 7 When Assigned Work i s Completed At a Regularly Scheduled Time When Stu - de nts fe e l i t i s Appro- p r i a t e Other Combina­ t i o n of Responses 1 and 2 Combina­ t i o n o f Responses 1 and 3 Combina­ t i o n of Responses 1, 2, 3 Total Actual Qccasions When Assigned Work i s Completed At a Regularly Scheduled Time 32 0 21 32 18 5 2 1 9 2 3 0 4 4 89 44 Appropriate Other Combination of Responses 1 and 2 Combination o f Responses 1 and 3 Combination o f Responses 1, 2, 3 3 1 2 1 0 Total 39 1 2 13 0 0 69 4 1 2 35 0 0 0 0 3 0 2 22 0 0 0 0 3 36 14 19 8 6 47 12 215 Chi-square = 205,871 with 36 degrees of freedom. This s t a t i s t i c i s s i g n i f i c a n t a t t h e .01 l e v e l ; t h e r e f o r e , t h i s study r e j e c t s the s t a t i s t i c a l h y p o t h e s is . 116 H ypothesis XXXIV was des ig n ed t o d e te r m in e i f t h e r e i s a r e l a t i o n s h i p between t h e a c t u a l o c c a s io n s f o r allow ance o f tim e f o r in de p en d en t re a d in g a c t i v i t i e s and t h e o cc asio n s f o r allow ance o f time f o r ind e p en d en t read in g a c t i v i t i e s t h a t t e a c h e r s f e e l a r e i d e a l . This h y p o th e s is was t e s t e d and t h e f i n d i n g s a r e as f o llo w : The c h i - s q u a r e f o r Hypothesis XXXIV was s i g n i f i c a n t ; t h e r e ­ f o r e , t h e a l t e r n a t e h y p o th e s is i s a c c e p te d : There i s a r e l a t i o n s h i p between t h e a c t u a l o c c a s i o n s f o r a llow ance o f tim e f o r independent re a d in g a c t i v i t i e s and th e o c c a s i o n s f o r allow ance o f time f o r independent re a d in g a c t i ­ v i t i e s t h a t t e a c h e r s f e e l a r e i d e a l . The a c c e p ta n c e o f t h i s a l t e r n a t e h y p o th e s is means t h a t t h e r e i s a s i g n i f i c a n t d i f f e r e n c e in what t e a c h e r s p r a c t i c e and what t e a c h e r s f e e l i s id e a l in r e g a r d t o t h e o cc asio n s f o r allow ance o f tim e f o r ind e­ pendent r e ad in g a c t i v i t i e s . 117 In a d d i t i o n to t h e prece d in g d a t a , t h e s tu d y r e p o r t s raw frequ ency and p e r c e n ta g e s in t h e f o llo w in g a r e a s : T able 35. Responses t o t h e s e n t e n c e com pletion s t a t e m e n t : C a len d a r y e a r d u rin g which l a s t c o u r s e in c h i l d r e n ' s l i t e r a t u r e was ta k e n . Year 1974 1973 1972 1971 1970 1969 1968 Number o f Responses P e r c e n t a g e o f Total 20 8 . 8 14 6.1 13 5.8 21 9 .3 19 8 .4 21 9.3 19 8 .4 Year 1967 1966 1965 1964 1963 1962 1961 Number o f Responses P e r c e n t a g e o f Total 16 7 .0 8 3 .5 5 2.2 11 4 .9 7 3 .0 8 3 .5 2 .8 Year 1960 1959 1958 1957 1956 1955 1954 Number o f Responses P e r c e n t a g e o f T otal 5 2.2 5 2 .2 4 1 .8 3 1 .3 3 1.3 4 1.8 5 2 .2 Year 1953 1952 1951 1950 1949 1948 1947 Number o f Responses P e r c e n t a g e o f T o tal 2 .8 1 .4 1 .4 1 .4 1 .4 2 .8 1 .4 Year 1946 1943 1941 Number o f Responses P e r c e n t a g e o f T o tal 1 .4 2 .8 1 .4 Total 226 99 118 Table 36. Responses t o t h e query: T o tal number o f c o u r s e s in c h i l ­ d r e n ' s l i t e r a t u r e taken in u n d e r g r a d u a te s c h o o l . Number o f Courses Number o f Responses P e r c e n ta g e o f T otal 0 1 2 34 133 43 3 20 4 8 5 1 6 1 Total 240 14.2 55.4 17.9 8 . 3 3 .3 .4 .4 99.9 Table 37. Responses t o t h e query: T o tal number o f c o u r s e s in d r e n ' s l i t e r a t u r e taken in g r a d u a t e s c h o o l . chi 1 - Number o f Courses Number o f Responses P e r c e n ta g e o f Total 0 136 1 75 2 18 3 9 56.4 31.1 7 .5 3 .7 4 2 .8 5 1 .4 T o tal 241 99.9 119 Table 38. Responses t o t h e query: Number o f complete books read in t h e p a s t s i x months f o r y our personal enjoyment o r inform a­ t i o n which were not r e q u i r e d re a d in g f o r a c o l l e g e c o u r s e . Number o f Books Number o f Responses P erc e n ta g e o f Total Number o f Books Number o f Responses P e rc e n ta g e o f Total Number of Books Number o f Responses P e rc e n ta g e o f Total 100- 200 50- 99 30- 49 20- 29 10- 19 4 11 14 26 51 9 3 8 16 1.6 4 . 5 5.7 10.7 20.9 1.2 6.6 7 3 6 20 5 10 4 19 3 28 2 18 1 6 1.2 8 .2 4.1 7 . 8 11.5 7 .4 2 .5 0 15 6.1 Total 244 100 120 Table 39. Responses t o t h e q u ery : Number o f magazines s u b s c r i b e d t o . Number o f Magazines Number o f Responses P ercen tag e of T otal Number o f Magazines Number o f Responses P ercen tag e o f Total Number o f Magazines Number o f Responses P ercen tag e o f Total 20 3 1.2 8 8 15 2 .8 7 13 14 1 .4 6 12 13 2 .8 5 35 12 1 .4 4 35 11 2 .8 3 49 10 5 9 3 2 .0 1.2 2 43 1 15 3.2 5.3 4 .9 14.2 14.2 19.8 17.4 5 .0 0 18 7.3 T otal 24-7 99.9 121 Table 40. Responses t o t h e query: Number o f d a i l y newspapers s u b s c r i b e d t o . Number o f Newspapers Number o f Responses P e r c e n t a g e o f Total 5 1 .4 3 7 2 66 1 150 0 23 2 .8 26.7 60.7 9.3 Total 247 99.9 Summary In Chapter IV t h e study has p r e s e n t e d each s t a t i s t i c a l hypo­ t h e s i s and t h e a p p r o p r i a t e d a t a to t e s t each h y p o t h e s i s . A lso , f o r each t a b l e t h e computed c h i - s q u a r e and th e a p p r o p r i a t e degree s o f freedom has been s t a t e d . A f t e r g iv i n g t h e s i g n i f i c a n c e l e v e l , a s t a t e m e n t as to t h e r e j e c t i o n or n o n - r e j e c t i o n o f t h e s t a t i s t i c a l h y p o th e s is was made. Hypothesis I through X a t te m p te d t o d e term in e i f le n g th o f te a c h i n g e x p e ri e n c e would i n f l u e n c e : A. th e f re q u en cy o f re a d in g t r a d e books to s t u d e n t s . B. th e o c c a s i o n s f o r re a d in g t r a d e books to s t u d e n t s . C. D. E. F. t h e f re q u en cy o f allow ance o f time f o r inde p en d en t r e a d ­ ing a c t i v i t i e s . th e o c c a s i o n s f o r allow ance o f time f o r inde p en d en t r e a d ­ ing a c t i v i t i e s . th e f re q u en cy o f s t u d e n t r e s p o n s e to in d e p en d en t r e a d in g a c t i v i t i e s by use o f w r i t t e n r e p o r t s . t h e f re q u en cy o f s t u d e n t resp o n se to ind e p en d en t read in g a c t i v i t i e s by use o f a combination o f w r i t t e n and o r a l r e p o r t s . 122 G. H. I . J . t h e freq u en cy o f s t u d e n t r e s p o n s e to in d e p en d en t reading a c t i v i t i e s by use o f o r a l r e p o r t s . t h e frequency o f s t u d e n t r e s p o n s e to Independent reading a c t i v i t i e s by use o f small group d i s c u s s i o n s . t h e frequency o f s t u d e n t r e s p o n s e a c t i v i t i e s by use o f a r t e x p r e s s i o n s such as i l l u s t r a t i o n s . to Independen t reading t h e frequency o f s t u d e n t r e s p o n s e a c t i v i t i e s by use o f d r a m a t i c s . t o in d e p e n d e n t reading For t h i s study t e a c h e r s were grouped by e x p e r i e n c e i n t o t h r e e g r o u p s : A. 1-5 y e a r s o f te a c h i n g e x p e r i e n c e B. 6-10 y e a r s of t e a c h i n g e x p e r i e n c e C. 11 o r more y e a r s of t e a c h i n g e x p e r i e n c e The s t a t i s t i c s f o r t h e s e hy pothe ses were not found to be s i g ­ n i f i c a n t ; t h e r e f o r e , t h e study concluded t h a t t h e amount o f te a c h in g e x p e r i e n c e t h a t t e a c h e r s p o s s e s s i s not a s i g n i f i c a n t v a r i a b l e in r e l a ­ t i o n t o t h e t e n aforem entioned ite m s. Hypotheses XI through XX a t te m p te d t o determ ine i f t h e le v e l a t which a t e a c h e r te ach e s was a s i g n i f i c a n t v a r i a b l e as t o t h e ten aforem entioned ite m s. T eachers were grouped by l e v e l s as f o llo w s : A. K in d e r g a r te n t e a c h e r s B. T eachers o f g rades one and two C. T ea chers o f grades t h r e e and f o u r D. T ea chers o f g r a d e s f i v e and s i x Four o f t h e s e h y p o th e s e s , XIV, XV, XVI and XVIII were found to have s i g n i f i c a n t s t a t i s t i c s . Six were n o t s i g n i f i c a n t in r e l a t i o n to t h e t e n items n ote d. 123 Hypotheses XXI through XXX a t te m p te d t o d e te r m in e i f t e a c h e r s who ta u g h t in d i f f e r e n t community ty p e s d i f f e r e d s i g n i f i c a n t l y in t h e i r resp o n se s t o q u e s t i o n s r e g a r d in g t h e p r e v i o u s l y s t a t e d t e n ite m s . The resp o n se s were compared and not one s t a t i s t i c f o r t h e s e hypotheses was found t o be s i g n i f i c a n t . The s t u d y , t h e r e f o r e , concluded t h a t t h e com­ munity in which a t e a c h e r te a c h e s i s not a s i g n i f i c a n t v a r i a b l e conc ern ­ ing t h e items r e f e r r e d t o p r e v i o u s l y . Hypotheses XXXI through XXXIV a tte m p te d to d e term in e i f t h e r e i s a r e l a t i o n s h i p between what t e a c h e r s a c t u a l l y p r a c t i c e in t h e c l a s s ­ room in r e g a r d to c h i l d r e n ' s l i t e r a t u r e and what they t h i n k i s id e a l in r eg ard to t h e te a c h i n g o f c h i l d r e n ' s l i t e r a t u r e . P r a c t i c e and t h e i d e a l were compared in t h e fo llo w in g a r e a s : A. t h e frequency o f read in g t r a d e books t o s t u d e n t s . B. t h e o c c a s i o n s f o r r e a d in g t r a d e books t o s t u d e n t s . C. D. t h e f re q u en cy o f allow ance o f time f o r in d e p en d en t r e a d ­ ing a c t i v i t i e s . t h e o c c a s i o n s f o r allow ance o f time f o r in d e p en d en t r e a d ­ ing a c t i v i t i e s . The resp o n se s o f t e a c h e r s were compared and a l l f o u r o f t h e s t a t i s t i c s were found to be s i g n i f i c a n t . The s t u d y , t h e r e f o r e , con­ cluded t h a t what t e a c h e r s did in t h e i r classroom s r e g a r d i n g c h i l d r e n ' s l i t e r a t u r e d i f f e r e d s i g n i f i c a n t l y from what t h e s e same t e a c h e r s f e l t was id e a l in t h e t e a c h i n g o f c h i l d r e n ' s l i t e r a t u r e . Hypotheses XXXI and XXXIII d e a l t in q u a n t i t a t i v e terms with r e g a r d t o t h e frequency o f r e a d in g t r a d e books t o s t u d e n t s and t h e f r e ­ quency o f t h e allow ance o f tim e f o r ind e p en d en t reading a c t i v i t i e s . For both o f t h e s e hypotheses t h e study concluded t h a t t e a c h e r s tended 124 t o fa v o r more f r e q u e n t o c c u r r e n c e s o f each o f t h e a c t i v i t i e s as ideal but f a i l e d to accomplish t h e s e f r e q u e n t o c c u r r e n c e s in p r a c t i c e . Hypotheses XXXII and XXXIV involved resp o n se s r e g a r d i n g the o c c a s io n s f o r r e ad in g t r a d e books t o s t u d e n t s and t h e o c c a s io n s f o r t h e allow ance o f tim e f o r Independent re a d in g a c t i v i t i e s , r e s p e c t i v e l y . The study concluded t h a t t e a c h e r s f e l t t h a t i d e a l l y t r a d e books should be read to s t u d e n t s a t a r e g u l a r l y sched uled tim e more o f t e n th a n i s p r a c t i c e d . The study a l s o concludes t h a t most t e a c h e r s would change t h e o cc asio n f o r allowance of tim e f o r Independent r e a d in g a c t i v i t i e s i f they could approach what th e y f e l t to be t h e i d e a l s i t u a t i o n . CHAPTER V SUMMARY I n t r o d u c t i o n In C ha pter IV th e s p e c i f i c d a ta co n c ern in g each h y p o th e sis were s t a t e d . In t h i s c h a p t e r each h y p o th e s is w i l l be reviewed and t h e a l t e r n a t e h y p o th e s is w ill be p r e s e n t e d in i n s t a n c e s where th e da ta m e r i t s t h e a c c e p ta n c e o f t h e a l t e r n a t e h y p o t h e s i s . As a t e s t o f independence, t h e c h i - s q u a r e s t a t i s t i c i s used in t h i s s tu d y . A s i g n i f i c a n t c h i - s q u a r e means t h a t t h e r e i s a s i g n i f i ­ c a n t d i f f e r e n c e in t h e way t h e v a r i a b l e s r e a c t e d to each o t h e r . A c h i - squa re t h a t i s n o t s i g n i f i c a n t i n d i c a t e s t h a t t h e r e i s no s i g n i f i c a n t d i f f e r e n c e in th e r e l a t i o n s h i p o f one v a r i a b l e to a n o t h e r . I f t h e c h i - s q u a r e i s n o t s i g n i f i c a n t , t h e study concludes t h e r e i s l i t t l e d i f f e r e n c e in r e sp o n se s between a r e a s compared. In o t h e r w ords, t h e d i f f e r e n c e s found a r e not s u f f i c i e n t l y l a r g e enough to s u p p o r t t h e c o n c lu s io n t h a t th e y o c c u rr e d inde p en d en t of t h e o p e r a t i o n o f chance. D isc u ssio n The purposes o f t h i s s tu d y were to d ete rm in e : (1) t h e general use o f c h i l d r e n ' s l i t e r a t u r e by t e a c h e r s 1n te a c h i n g in s e l e c t e d Michi­ gan school d i s t r i c t s , and (2) t h e general a t t i t u d e o f t h e s e t e a c h e r s 125 126 toward l i t e r a t u r e . To a c h ie v e t h e s e ends a c h i - s q u a r e t e s t was used to d e term in e t h e s i g n i f i c a n t r e l a t i o n s h i p , i f an y , t h a t e x i s t s between s e l e c t e d v a r i a b l e s . Only e i g h t o f t h e t h i r t y - f o u r c h i - s q u a r e t e s t s were found t o be s i g n i f i c a n t . The s tu d y can be d iv id e d i n t o f i v e d i f f e r e n t a r e a s of i n t e r e s t . One would be t h e r e l a t i o n s h i p o f y e a r s o f t e a c h i n g e x p e r i e n c e t o : 1. 2. 3. 4. 5. t h e f re q u en cy o f reading t r a d e books t o s t u d e n t s . t h e o c c a s io n f o r r e a d in g t r a d e books t o s t u d e n t s . t h e frequency o f allowance o f time f o r inde p en d en t reading a c t i v i t i e s . t h e o c c a s io n f o r allow ance o f time f o r in de p en d en t reading a c t i v i t i e s . t h e frequency o f s t u d e n t re sp o n se to independent reading a c t i v i t i e s by use o f : A. w r i t t e n r e p o r t s B. a com bination o f w r i t t e n and o r a l r e p o r t s C. o r a l r e p o r t s D. small group d i s c u s s i o n s E. a r t e x p r e s s i o n s F. d r a m a tic s In t h i s f i r s t a r e a of i n t e r e s t , y e a r s o f t e a c h i n g e x p e r i e n c e , not one t e s t was found t o be s i g n i f i c a n t . The stu d y sought to d i s c o v e r i f lo n g -term t e a c h e r s would f u n c t i o n d i f f e r e n t l y in r e g a r d t o c h i l d r e n ' s l i t e r a t u r e th a n t e a c h e r s who had been te a c h e r s f o r a s h o r t e r d u r a t i o n o f tim e. According t o t h i s s t u d y , t h e r e a r e no s i g n i f i c a n t d i f f e r e n c e s in p r a c t i c e . A second a r e a o f i n t e r e s t was t h e r e l a t i o n s h i p o f t h e level a t which a t e a c h e r t e a c h e s and t h e p r e v i o u s l y mentioned v a r i a b l e s . Of 127 t h e te n t e s t s o f r e l a t i o n s h i p , f o u r were found to be s i g n i f i c a n t a t t h e s e l e c t e d a lp h a l e v e l . This s u g g e s ts t h a t anyone a tte m p tin g t o c o n s i d e r te a c h i n g p r a c t i c e s as t o grade le v e l in r e g a r d to c h i l d r e n ' s l i t e r a t u r e might do well t o r e c o g n i z e t h a t in a t l e a s t one study grade le v e l was a s i g n i f i c a n t v a r i a b l e . I t was found t h a t in r e g a r d t o t h e o cc asio n f o r allo w in g tim e f o r in d e p en d en t r e a d i n g a c t i v i t i e s , k i n d e r g a r t e n t e a c h e r s allowed tim e a t tim es o t h e r than when a s s ig n e d work i s com pleted, o r a t a r e g u l a r l y schedule d tim e , o r when t h e s t u d e n t s f e e l i t i s a p p r o p r i a t e , more o f t e n than ex p e c te d . F i r s t and second grade t e a c h e r s allowed time when a s ­ signed work i s completed more o f t e n th a n e x p e c te d , and f i f t h and s i x t h grade t e a c h e r s tended to a llo w time a t a r e g u l a r l y s c h ed u le d time more o f t e n than e x p e c te d . Another f i n d i n g was t h a t , in r e g a r d t o t h e frequency o f r e s ­ ponse by s t u d e n t s t o in dependent r e a d in g a c t i v i t i e s by use o f w r i t t e n r e p o r t s , f i f t h and s i x t h grade t e a c h e r s tended to g iv e o p p o r t u n i t i e s f o r w r i t t e n r e p o r t s more o f t e n than e x p e c te d . In t h e a r e a of t h e frequ ency o f re sp o n se by s t u d e n t s t o i n d e ­ pendent re a d in g a c t i v i t i e s by use o f a com bination o f w r i t t e n and o r a l r e p o r t s , i t was found t h a t lower grade t e a c h e r s gave fewer o p p o r t u n i t i e s and upper grade t e a c h e r s gave more o p p o r t u n i t i e s than ex p e c te d . Another s i g n i f i c a n t f i n d i n g o f t h e study was in t h e a r e a of t h e frequency o f s t u d e n t resp o n se s t o independent re a d in g a c t i v i t i e s by use o f small group d i s c u s s i o n s . I t was found t h a t h a l f t h e k i n d e r ­ g a r t e n t e a c h e r s surveyed used small group d i s c u s s i o n s more than once a week in t h e i r t e a c h i n g . 128 A t h i r d a r e a of i n t e r e s t in t h i s s tu d y was th e r e l a t i o n s h i p o f t h e community ty p e t o t h e p r e v i o u s l y mentioned v a r i a b l e s . No t e s t s were found t o be s i g n i f i c a n t . The study sought to ex p lo re w hether t e a c h e r s who t a u g h t in d i f f e r e n t community ty p e s ta u g h t d i f f e r e n t l y . According to t h e f i n d i n g s o f t h e s t u d y , t h e r e i s no s i g n i f i c a n t d i f ­ f e r e n c e in te a c h i n g p r a c t i c e s among community t y p e s . This s tu d y attem pted t o d i s c o v e r i f t h e r e was a d i f f e r e n c e in t h e p r a c t i c e s o f t e a c h e r s compared to what t h e y thought to be ideal in r eg ard to t h e f i r s t f o u r v a r i a b l e s p r e v i o u s l y mentioned. Each of t h e f o u r t e s t s were found to be s i g n i f i c a n t so one might c o n c lu d e t h a t t e a c h e r s a r e not a b l e to o r do n o t perform in a manner t h a t th e y feel i s id e a l in t h e a r e a o f c h i l d r e n ' s l i t e r a t u r e . The f i f t h a r e a o f i n t e r e s t d e a ls w ith t h e p e rc e n ta g e s and raw f r e q u e n c i e s o f resp o n se s in r e g a r d t o : 1. 2. 3. 4. th e c a l e n d a r y e a r d u rin g which t h e l a s t c o u r se in c h i l d r e n ' s l i t e r a t u r e was ta k e n . t h e number o f c o u r s e s i n c h i l d r e n ' s l i t e r a t u r e taken in under­ g r a d u a t e s c h o o l . th e number o f c o u r se s in c h i l d r e n ' s l i t e r a t u r e taken in gradu­ a t e s c h o o l . the number o f complete books read in t h e p a s t s i x months f o r personal enjoyment o r in f o rm a ti o n which were not r e q u i r e d re a d in g f o r a c o l l e g e c o u r s e . 5. t h e number o f magazines t o which s u b s c r i b e d . 6. t h e number o f d a i l y newspapers to which s u b s c r i b e d . The r e s u l t s and c o n c l u s i o n s o f t h i s f i f t h area o f i n t e r e s t have been r e p o r t e d . However, i t i s I n t e r e s t i n g t o note some p o i n t s . One p o i n t was t h a t l e s s than f o r t y p e r c e n t ( 3 8 .4 p e r c e n t) o f t h e 129 elem entary t e a c h e r s r e s p o n d in g have taken t h e i r l a s t c h i l d r e n ' s l i t e r a t u r e c o u r se in t h e p e r i o d 1970 through 1974. Another p o in t w orthy of note i s t h a t l e s s th a n s e v e n ty p e r ­ c e n t o f t h e t e a c h e r s r e s p o n d in g (69.6 p e r c e n t ) have taken no co u rse o r one c o u r s e in c h i l d r e n ' s l i t e r a t u r e in u n d e r g r a d u a te s c h o o l . S t i l l more, 8 7 . 5 p e r c e n t , have t a k e n no course o r one co u rse in c h i l d r e n ' s l i t e r a t u r e in g r a d u a te s c h o o l . S l i g h t l y l e s s t h a n f o r t y p e r c e n t ( 3 9 .4 p e r c e n t ) o f t h e r e s ­ pondents r e a d f i v e or few er books in t h e p a s t s i x months. Also i n t e r ­ e s t i n g i s t h e f a c t t h a t 6.1 p e r c e n t o f t h e r esp o n d e n ts r ead no books in t h a t p e r i o d . More than f i f t y p e r c e n t (50 .5 p e r c e n t ) o f t h e resp o n d e n ts s u b s c r i b e d t o t h r e e o r f e w e r magazines. However, over n i n e t y p e r c e n t (90.6 p e r c e n t ) of t h e r e s p o n d e n ts s u b s c r i b e d to a t l e a s t one d a i l y newspaper. Recommendations f o r F u tu re Research In Chapter I I i t was suggested t h a t t h e a r e a o f t h e te a c h in g o f c h i l d r e n ' s l i t e r a t u r e has not been f u l l y e x p l o re d . Shortcomings l i e in t h e a r e a s o f: (1) a d e q u a te as se ss m e n t in s tru m e n ts i n t h e f i e l d , (2) c h i l d r e n ' s l i t e r a t u r e as a c a r e f u l l y planned developmental program, (3) c u r r e n t and thorough e v a l u a t i o n s o f f u n c t i o n i n g planned d e v e lo p ­ mental programs in c h i l d r e n ’ s l i t e r a t u r e , and (4) time use s t u d i e s in the t e a c h i n g o f c h i l d r e n ' s l i t e r a t u r e . P e r h a p s , more r e s e a r c h could be done i n t h e s e four a r e a s . 130 T his study has a l s o concluded t h a t some comparisons o f c e r t a i n v a r i a b l e s g iv e r e s u l t s which s t a t e t h e r e a r e no r e l a t i o n s h i p s between t h e s e v a r i a b l e s . P e r h a p s , c e r t a i n o f t h e s e v a r i a b l e s should be compared w ith o t h e r v a r i a b l e s which were unused in t h i s s tu d y and a t e s t f o r r e l a t i o n s h i p should be used. P e rh a p s, among t h e s e might be th e b u il d i n g p r i n c i p a l ' s e x p e c t a t i o n s in t h e a r e a of c h i l d r e n ' s l i t e r a ­ t u r e , th e amount o f i n - s e r v i c e t r a i n i n g a t e a c h e r r e c e i v e s i n t h e area o f c h i l d r e n ' s l i t e r a t u r e , t h e emphasis p laced on c h i l d r e n ' s l i t e r a t u r e i n s t r u c t i o n by t h e school d i s t r i c t through i t s c u rricu lu m g o a l s , and th e socio-economic le v el o f t h e s t u d e n t s in a d i s t r i c t . I f , in f a c t , we a r e t o f i n d an e x p l a n a t i o n f o r any d i f f e r e n c e s in t h e t r e a t m e n t o f c h i l d r e n ' s l i t e r a t u r e in t h e i n s t r u c t i o n a l program, then we must c o n s i d e r o t h e r v a r i a b l e s f o r a n a l y s i s . Another s u g g e s tio n f o r f u r t h e r s tu d y in c h i l d r e n ' s l i t e r a t u r e i s t h e use o f c e r t a i n s e c t i o n s o f t h i s study in o t h e r school d i s t r i c t s f o r t h e purpose o f th e r e a s s e s s m e n t and t h e improvement o f c h i l d r e n ' s l i t e r a t u r e c u r r i c u l a . This may le a d to a r e a s s e s s m e n t of c u r r ic u lu m p r i o r i t i e s in a l l cu r r ic u lu m a r e a s f o r t h e purpose of av o id in g o v e r la p s and d e l e t i o n s . Perhaps t h i s study may be r e p e a te d in i t s e n t i r e t y o r in p a r t , a t a l a t e r d a t e , f o r t h e purpose o f d e term in in g i f p r a c t i c e s in and a t t i t u d e s toward c h i l d r e n ' s l i t e r a t u r e have changed. R e f ! e c t i o n s In t h e e x p e rie n c e o f t h e w r i t e r o f t h i s d i s s e r t a t i o n , which spans s i x t e e n y e a r s of p r o f e s s i o n a l involvement in e d u c a t i o n , s i x y e a rs 131 as a t e a c h e r and t e n y e a r s as an elem en tary school p r i n c i p a l , t h e need f o r in v o lv i n g c h i l d r e n in l i t e r a t u r e e x p e r i e n c e s has been s e e n . In a d d i t i o n t o p r a c t i c a l e x p e r i e n c e , t h i s r e s e a r c h e r has gained many id e a s from c o l l e g e i n s t r u c t o r s , p r o f e s s i o n a l r e a d i n g , and t h e p r e p a r a t i o n of t h i s d i s s e r t a t i o n . Recommendations which t h i s r e s e a r c h e r would l i k e t o make in t h i s r e g a r d to t h e te a c h i n g o f c h i l d r e n ' s l i t e r a t u r e a r e as follow : 1. The te a c h i n g o f c h i l d r e n ' s l i t e r a t u r e should be a planned a c t i v i t y . 2. C h i l d r e n ' s l i t e r a t u r e should be t r e a t e d as equal t a n c e t o s k i l l s te a c h i n g in r e a d i n g . in impor­ 3. More c o u r s e s in c h i l d r e n ' s l i t e r a t u r e should be r e q u i r e d a t both t h e u n d e r g r a d u a t e and g r a d u a t e l e v e l s in t e a c h e r t r a i ning. 4. U n i v e r s i t i e s and school d i s t r i c t s should s t r i v e t o improve q u a l i t y in p r e - s e r v i c e and i n - s e r v i c e c o u rse s in c h i l d r e n ' s 1i t e r a t u r e . 5. Teachers should both encourage and a l lo w more time f o r t h e a c t o f reading by s t u d e n t s in t h e school s e t t i n g . These recommendations, w hile based on t h i s r e s e a r c h e r ' s edu­ c a t i o n a l and p r o f e s s i o n a l e x p e r i e n c e s , a r e h i s personal o p in io n s in regard to t h e improvement o f t h e te a c h in g o f c h i l d r e n ' s l i t e r a t u r e . APPENDIX (Date) ( S u p e r in t e n d e n t ) ( A ddress) Dear in t h e Walled Lake C o n s o lid ated I am in t h e p ro c e s s o f doing d o c t o r a l r e s e a r c h in I am an elem e ntary school p r i n c i p a l School D i s t r i c t . th e a r e a o f c h i l d r e n ' s l i t e r a t u r e a t Michigan S t a t e U n i v e r s i t y . would l i k e y o ur a s s i s t a n c e in t h i s r e s e a r c h p r o j e c t . t o examine s e l e c t e d a s p e c t s o f t h e t e a c h i n g o f c h i l d r e n ' s l i t e r a t u r e in s e l e c t e d Michigan elem e ntary s c h o o l s . C ontact w i l l be made w ith a p p ro x im a tely 600 i n d i v i d u a l t e a c h e r s f o r t h e purpose o f r e q u e s t i n g t h a t th e y complete a q u e s t i o n n a i r e which w i l l determine t h e i r use o f in t h e i r classrooms and a l s o what methods and c h i l d r e n ' s l i t e r a t u r e te c h n iq u e s th e y t h i n k should be inc luded in an adequate c h i l d r e n ' s l i t e r a t u r e program in elem e ntary sc h o o l. I I t i s an a t te m p t I have chosen t h r e e m e t r o p o l i t a n c o re school d i s t r i c t s as s p e c i f i e d by th e Michigan Department o f Education in t h e i r r e p o r t on th e M ic hi­ gan E d u ca tio n al Assessment Programs. L ikew ise, I have chosen eleven urban f r i n g e a r e a school d i s t r i c t s and f o u r t e e n r u r a l school d i s t r i c t s as d e s i g n a t e d in t h a t 1972 r e p o r t . In o r d e r t o do th e r e s e a r c h a l i s t o f a l l p r e s e n t elem e ntary c l a s s ­ room t e a c h e r s in y our d i s t r i c t i s needed. Let me a s s u r e you t h e s e names w i l l not be used in any way o t h e r th a n o b t a i n i n g t h i s in form a­ t i o n from t e a c h e r s . I am in no way connected w ith nor i n t e r e s t e d in any p r i v a t e e n t e r p r i s e which w i l l c o n t a c t t h e s e t e a c h e r s . l i k e , i f p o s s i b l e , the names o f t h e s e t e a c h e r s and p r e f e r a b l y t h e i r home a d d r e s s e s . understood and c o n t a c t w i l l be made through y o u r school d i s t r i c t m a il. I f you choose n o t to send home a d d r e s s e s i t w i l l be I would The t e a c h e r s w i l l be randomly sampled and w i l l not be i d e n t i f i e d by name in t h e s tu d y . I f you have any q u e s t i o n s concerning t h e stu d y o r would l i k e a summary o f th e r e s u l t s o f the s tu d y p l e a s e c o n t a c t me a t th e school a t 1-313- 624-2871. Thank you. S i n c e r e l y , D. Bruce Moody, P r i n c i p a l Loon Lake-Twin Sun Schools P.O. Box Walled Lake, Michigan 48088 132 Home A ddress- 1075 Queens Court M i l f o r d , Michigan 48042 133 (Date) ( S u p e r in t e n d e n t ) (Address) Dear L ate l a s t school y e a r you r e c e iv e d t h e a t t a c h e d l e t t e r r e q u e s t i n g y o u r c o o p e r a tio n in my d i s s e r t a ­ t i o n s tu d y . You complied and f u r n i s h e d me with a copy o f your t e a c h e r d i r e c t o r y . Under s e p a r a t e c o v e r you w i l l r e c e i v e a package c o n s i s t i n g o f i n d i v i d u a l p ac k e ts f o r th o s e t e a c h e r s who were s e l e c t e d from y our d i s t r i c t . Each p acket c o n t a in s a q u e s t i o n n a i r e and a stamped, s e l f - a d d r e s s e d en v e lo p e . p a c k e ts could be d i s t r i b u t e d by means o f y our d i s t r i c t mail system. I t would be much a p p r e c i a t e d i f th e s e Thank you s i n c e r e l y f o r y our c o o p e r a t i o n . have any q u e s t i o n s p l e a s e c a l l o r w r i t e . I f you S i n c e r e l y , D, Bruce Moody 134 Dear Elementary Teacher: I am a g r a d u a t e s t u d e n t o f Michigan S t a t e U n i v e r s i t y and am in th e process o f doing d o c to ra l r e s e a r c h in t h e a r e a of c h i l d r e n ' s l i t e r a ­ t u r e . employed by Walled Lake S chools. I have been an e d u c a t o r f o r f o u r t e e n y e a rs and am c u r r e n t l y P le a s e a s s i s t me in a study t h a t has g r e a t im p l ic a tio n s f o r t h e t e a c h i n g o f and l e a r n i n g by c h i l d r e n . You have been s e l e c t e d t o be inc luded in a study to examine th e v a r io u s approaches to th e te a c h i n g of c h i l d r e n ' s l i t e r a t u r e by elem e ntary t e a c h e r s . A lso, an atte m p t w i l l be made to d e te r m in e th e methods and t e c h n iq u e s t h a t t e a c h e r s t h i n k should be in c lu d e d in an a d e q u ate c h i l d r e n ' s l i t e r a t u r e program in the elem e n tary curriculurn. Before com pleting t h e q u e s t i o n n a i r e p l e a s e n o te these p o i n t s : 1. Do not p la ce y o u r name anywhere on t h i s q u e s t i o n n a i r e . 2. Do each s e c t i o n com pletely b e f o r e going on to th e n ex t s e c t i o n . 3. Complete t h e q u e s t i o n n a i r e a t y our e a r l i e s t convenience. 4. Return t h e q u e s t i o n n a i r e in t h e s e l f - a d d r e s s e d , stamped envelope provided. Thank you. Your c o - o p e r a t i o n i s s i n c e r e l y a p p r e c ia t e d . S i n c e r e l y , Bruce n o o a y 1075 Queens Court M il f o r d , Michigan 48042 135 Dear Elementary Teacher: Let me r e i n t r o d u ^ niyself. U n i v e r s i t y and am a r e a o f c h i l d r e n ' s l i t e r a t u r e * y e a rs and am c u r r e n t l y employed by Walled Lake S c h o o ls. ..** t h e p ro c e s s o f doing d o c t o r a l r e s e a r c h in t h e I am a g ra d u a te s t u d e n t o f Michigan S t a t e I have been an e d u c a t o r f o r f o u r t e e n In November you r e c e iv e d a l e t t e r from me w ith a q u e s t i o n n a i r e a t t a c h e d . Enclosed was a stamped, s e l f - a d d r e s s e d envelope. The l e t t e r e x p l a i n e d t h a t th e q u e s t i o n n a i r e was s e n t t o gain in f o r m a t i o n about t h e v a r io u s approaches t o t h e te a c h in g o f c h i l d r e n ' s l i t e r a t u r e by e le m e n ta r y t e a c h e r s . A ls o , i t e x p l a in e d an a t t e m p t w ill be made to determ ine t h e methods and t e c h n iq u e s t h a t t e a c h e r s th in k sh o u ld be in c lu d e d in an adequate c h i l d r e n ' s l i t e r a t u r e program in t h e elem entary c u r r ic u lu m . Of t h e 372 e d u c a t o r s asked t o respond, 192 have responded. However, i f you have f a i l e d to respond t h e s tu d y i s not as complete as i t should be. to f i l l o u t t h e q u e s t i o n n a i r e and r e t u r n i t ? A nother q u e s t i o n n a i r e and stamped, s e l f - a d d r e s s e d envelope i s e n c lo s e d f o r your co nvenience. I f t h i s i s t h e c a s e , would you p l e a s e t a k e a few moments Before com pleting t h e q u e s t i o n n a i r e p le a s e n o te t h e s e p o i n ts : 1. Do not p la ce y our name anywhere on t h i s q u e s tio n n a i r e . 2. Do each s e c t i o n com pletely b e f o r e going on t o th e n ex t s e c t i o n . 3. Complete t h e q u e s t i o n n a i r e a t y our e a r l i e s t convenience. 4. Return th e q u e s t i o n n a i r e in t h e s e l f - a d d r e s s e d , stamped envelope provided. Thank you. Your c o - o p e r a t i o n i s s i n c e r e l y a p p r e c i a t e d . S i n c e r e l y , Bruce Moody 1075 Queens Court M ilfo r d , Michigan 48042 136 QUESTIONNAIRE SECTION I PERSONAL INFORMATION P lace an X in t h e a p p r o p r i a t e box- Male ................ Fema1e . . . . . . | F i l l in th e a p p r o p r i a t e r e s p o n s e s - School D i s t r i c t __________________________________________________ School _ _ _ _ _ _ _ _ _ _ _ _ _ _ Years o f e x p e r i e n c e in t e a c h i n g a t end o f 1973-74 school y e a r Grade t a u g h t during t h e 1973-74 school y e a r ( i f m u l t i - l e v e l c l a s s r o o m , n o te g ra d e a t which most s t u d e n t s were p l a c e d ) . . . Calendar y e a r du rin g which l a s t c o u r se in c h i l d r e n ' s l i t e r a t u r e was ta ken .............................. .................................................... Total number o f c o u r s e s in c h i l d r e n ' s l i t e r a t u r e taken in u n d e r g r a d u a te school .......................................... ................................... Total number o f c o u r s e s in c h i l d r e n ’s l i t e r a t u r e taken in g r a d u a t e school 7 7 7 7 ....................................................................................... Number o f complete books read in t h e p a s t s i x months f o r your p erso n a l enjoyment o r in f o rm a ti o n which were not r e q u i r e d re a d in g f o r a c o l l e g e c o u r se ............................................... Number o f magazines s u b s c r i b e d t o ........................................................ Number o f d a i l y newspapers s u b s c r i b e d t o ........................................ 137 QUESTIONNAIRE SECTION II In t h i s s t u d y , t r a d e books a r e d e f in e d as t h o s e books t h a t a r e not a p a r t o f a graded or developmental s e r i e s . c o n s id e r e d as " l i b r a r y books". In g e n e r a l , th e y can be Responses - ( p l e a s e answer f o r only 1973-74 school y e a r ) 1. I re a d t r a d e books t o by s t u d e n t s : Daily ......... □ 2. I read t r a d e books to my s t u d e n t s : Four times a week . . . [^]] Three times a week . . . Q Twice a week . . ................□ Once a week . . . ................□ Less than once a week. □ N e v e r ....................................Q At a r e g u l a r l y scheduled tim e .. □ I f t h e r e i s f r e e time a v a i l a b l e ............. Other ( e x p l a i n ) . ........... □ 3. fiy s t u d e n t s are allow ed time f o r inde p en d en t r e a d i n g a c t i v i t i e s such as f r e e reading t i m e , small group d i s c u s s i o n s o f t r a d e books, o p p o r t u n i t i e s t o do a r t p r o j e c t s r e l a t e d t o c h i l d r e n ' s l i t e r a t u r e , e t c . : D aily ................................. □ Four times a week ___ o Three times a week . . . □ Twice a week . . ............. □ Once a week . . . □ Less than once a week I I Never □ 138 4. My s t u d e n t s a r e allowed time f o r independent r e ad in g a c t i v i t i e s such as any o f t h e f o llo w in g : f r e e r e a d in g t i m e , small group d i s c u s s i o n s o f t r a d e books, o p p o r t u n i t i e s to do a r t p r o j e c t s r e l a t e d to c h i l d r e n ' s l i t e r a t u r e , e t c . : When t h e i r a s s ig n e d work i s completed ................................. [33 At a re g u la r ly scheduled time . [33 When s t u d e n t s f e e l a p p r o p r i a t e ........................................ i t is [33 O ther ( e x p l a i n ) ________________ [ 3 5. Responses by s t u d e n t s to in d ependent re a d in g a c t i v i t i e s in v o lv in g c h i l d r e n ' s l i t e r a t u r e a r e handled in t h e f o llo w in g ways in my classroom : (check as many as a r e a p p r o p r i a t e ) Below check t h e frequency o f each f o r an average s t u d e n t ________ Once a month Twice More than Three times Once once or a a a a l e s s month month week week Never W r itte n r e p o r t s (only) . . W r itte n and oral r e p o r t s (com bination) . . . Oral r e p o r t s ___ □ □ Small group d i s c u s s i o n . . . . Q A rt e x p r e s s i o n o f re sp o n se ( i l l u s t r a t i o n s , e t c . > . . □ Dramatics ......... Other ( e x p l a i n ) □ □ 139 QUESTIONNAIRE SECTION I I I In t h i s s t u d y , t r a d e books a r e d e f in e d as th o s e books t h a t a r e not a p a r t o f a graded o r developmental s e r i e s . co n s id e r e d as " l i b r a r y books". In g e n e r a l , th e y can be General resp o n se s - ( p l e a s e answer using y o u r b e s t judgment) 1. I d e a l l y , t r a d e books sh o u ld be read t o s t u d e n t s : Daily ............................... □ Four times a week . . . Three times a week . . Twice a w e e k ................ Q J Once a week . . . □ Less than once a week □ Never . . . . . D 2. I d e a l l y , t r a d e books should be read t o s t u d e n t s : At a r e g u l a r l y scheduled time ......... P I f t h e r e i s f r e e time a v a i l a b l e . . . . . . D O ther ( e x p l a i n ) . . . . . p 3. I d e a l l y , s t u d e n t s should be allowed time f o r in dependent reading a c t i v i t i e s such as f r e e r e a d i n g ti m e , small group d i s c u s s i o n s o f t r a d e books, o p p o r t u n i t i e s t o do a r t p r o j e c t s r e l a t e d to c h i l d r e n ' s l i t e r a t u r e , e t c . : Daily ............................... □ Four tim es a week . . . Three times a week . . [ H Twice a week ................ □ Once a week . . . D Less than once a week D Never . . . . ...................... D 140 4. I d e a l l y * s t u d e n t s s h o u ld be allow ed tim e f o r in dependent r e a d i n g a c t i v i t i e s such as f r e e reading t i m e , small group d i s c u s s i o n s o f t r a d e books, o p p o r t u n i t i e s to do a r t p r o j e c t s r e l a t e d to c h i l d r e n ' s l i t e r a t u r e , e t c . : When t h e i r a s s ig n e d work i s completed . . . . . . ............................... □ At a r e g u l a r l y scheduled time . . □ When s t u d e n t s f e e l a p p r o p r i a t e ........... i t is Other ( e x p l a i n ) _____ □ □ 5. I d e a l l y , responses by s t u d e n t s to independent r e a d i n g a c t i v i t i e s in v o lv in g c h i l d r e n ' s ways: (check as many as you th in k a p p r o p r i a t e ) l i t e r a t u r e sh o u ld be handled in th e f o llo w in g Below check th e frequency o f each f o r an average s t u d e n t ______ Once a month Twice Three times Once o r a l e s s month month week week a a More than once a W ritten r e p o r t s (only) . . . . □ W ritte n and o r a l r e p o r t s (com b ination) . . .................. □ Oral r e p o r t s . . . . .......................□ Small group d i s c u s s i o n . . . . Q A rt e x p r e s s i o n o f response ( i l l u s t r a t i o n s , e t c . ) . . □ Dramatics .................................... □ Other ( e x p l a i n ) ___ □ SELECTED BIBLIOGRAPHY SELECTED BIBLIOGRAPHY A lle n , James E . , J r . , "The Right to Read: T a r g e t f o r t h e 7 0 ' s . " Speech c i t e d by Maryanne H a l l , " L i t e r a t u r e Experiences Provided by Cooperating T e a c h e r s ," Reading T ea cher 24 (February 1971 ): 425-31 . Anderson, Paul S. Language S k i l l s in Elementary E d u c a tio n . New York: The Macmillan Company, 1964". Asheim, L e s t e r . "A Survey o f Recent R e se a rc h ." In Readings f o r L i f e , pp. 3-4. E d ite d by Jacob M. P r i c e , Ann Arbor: U n i v e r s i t y o f Michigan P r e s s , 1959. C ited by C h a r l o t t e S. Huck, "P lanning t h e L i t e r a t u r e Program f o r th e Elementary S c h o o l. " Elementary E nglish 36 (April 1962): 307-13. Backous, Howard. "A Study o f Elementary School C h i l d r e n ’s I n t e r p r e t a ­ t i o n o f L i t e r a t u r e Under Various P a t t e r n s o f P r e s e n t a t i o n . " D i s s e r t a t i o n A b s t r a c t s I n t e r n a t i o n a l 27 (March 1967): 3004A. B i s s e t t , Donald J . 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"An E x p lo r a to r y Study to I n v e s t i g a t e t h e Values o f L i t e r a t u r e As Experienced By Elementary P a ro c h ia l School Children and Teachers in t h e Diocese o f Covington." D i s s e r t a t i o n A b s t r a c t s I n t e r n a t i o n a l 27 (April 1964): 4095. 141 142 G r o f f , P a t r i c k . "The N o n -S tru c tu re d Approach t o C h i l d r e n ' s L i t e r a t u r e . " Elementary School J o u r n a l 70 (March 1970): 308-16. H a l l , Maryanne. " L i t e r a t u r e E xperiences Provided by Cooperating T e a c h e r s . " Reading T e a c h e r 24 (February 1971): 425-37. Huus, Helen. H elping Children Turn to Reading f o r In fo rm a tio n and Enjoyment. Bethesda, Md.: ERIC Document Reproduction S e r v i c e , ED Oil 833, May 1967. Huck, C h a r l o t t e S. "Planning t h e L i t e r a t u r e Program f o r t h e E le ­ mentary S c h o o l." Elem enta ry English 36 (April 1962): 307- I r w in , Martha E. 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