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CS 206 672

Literature, Literary'Response, and the leaching ofLiterati:we: Abstracts of DoctOtal DistertationsPublished ,in "Dissertation Abstracts Internatio al,"July through December 1981 (Vol. 42 Vcs. 1 thro gh6).ERIC Clearinghouse on Reading and CcallunicatioSkills, Urbana, Ill.8121p.; Pages may be marginally legible.

MI01/Pc01 Plus'Postagg.*Adolescent Literature;Annotated Bitlicgrathies:-"Bibliotherapy; Black Literature: Content AreaReadings *Doctoral` Dissertations; *EduOationalResearch: Elementary Secondary Education; HigherEducation; *Literary Criticism; *LiteratureAppreciation: Poetry; Reading Attitudes: SexStereotypes*Reader Response

ABSTRACTThis collection of abstracts is part cf a continuing

series peoviding information on recent doctoral dissertations. Zhe 35titles deal with a variety of topics, including the following; (1)

characterization of native Americans in children's and young adult'sfiction written by native American.affd nonnative American authors;(2) fantasy fiction: (3) the feasibility of using folk literature toteach select critical reading skills to sixth grade students; (4) how

ninth grade boys read short stories and science selections:, (5)

criticism of ten of the most frequently anthologized American shortstories in state adopted textbooks used in Alabama secondary schools;(6) a litkrary criticism course designed for college scniors; (7)

adolescent novels dealing with divorce,, separation, and desertion;(8) sports and literature: (9) creativity training's effect cn poetrywriting; (19) deve]oping moral awareness in high school literatuipclasses; (1/1) black women writers of the Harlem Renaissance; (12) theprocess of responding to literature4 (13) the effectiveress of

blbliotherapy in conjunction with allolescent novels in alteringstudent attitudes; (14) sex-sterpotyping of.females-in primary schoolreading textbooks; and (15).the tlassification of selected parableson the basis of their literary characteristics. (HTH)

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U.S. DIPARTIMIENT OF SDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIQ)AL R,ESOURICES INFORMATION

CENTER (ERIC)

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Literature,' Literary Response, and the Teaching of Literatute:

Abstracts of Doctoral Dissertations Published in Dissertation

Abstracts International, July through December 1981 (Vol. 42

Nos. 1 through 6)

Compiled by the Staff of the

ERIC Clearinghouse on Readinirand Comm.unication Skills

`ea.

"PERMISSION TO REPRODUCE THIS

MATERIAL HAS BEEN GRANTED BY

UniVPrSity Microfilms

International

TO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (ERIC)"

v.

4

The dissertation titles contained here are published with.-

permission of the University Microfilms International,

publishers of Dissertation Abstracts International

(copyright(E)1981 by University Microfilms Internat nal),

and may not be reproduced without their prior pc sion.

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This bibliography hos been compiledas part of a continuing series de)igned

to make information on relevant disserfatfons available to users of the ERIC:

system. Monthly issues of Dissertatiqp Abstracts International are reviewed in

order to compile. abstracts of dissertations on related topics, Olch thus

become accessible in searches of the 'ERIC data base.

the dissertations themselves included at the end

rderin9 information for

of the bibliography.

Abstracts of the following dissertations are included in this collection:,

Adamson, Diane O'ToOleIII DRAMATIZATION OF CHILDREN'S LITER-

ATURE AND VISUAL PERCEPTUAL KINES-THETIC INTERVENTION FOR DISADVANTAGED

BEGINNING READERS

Barron, Pamela PetrickTHE CHARACTERIZATION OF NATIVE AMER-

ICANS IN CHILDREN'S AND YOUNG ADULT'SFICTION,,WITH A CONTEMPORARY SETTINGBY NATIVE AMERICAN AND NON-NATIVEAMERICAN AUTHORS: A ,CONTENT ANALYSIS

Barth, Melissa EllenPROBLEMS IN.GENERIC CLASSIFICATION:TOWARD A DEFINITION OF FANTASY FICTION

Bosnia, Bette AgnesAN EXPERIMENTAL STUDY TO DETERMINE THEFEASIBILITY OF USING FOLK LITERATURE

TO TEACH ECT CRITICAL READING SKILLS

TO SIXTH ERS

Brett, Betty MarionA STUDY OF THE CRITICISM OF-CHILDREN'SLITERATURE 1969-1979

Caraher, Brian GregoryTHE PROBLEMATICS oF READING AND THE

POETRY OF INTERACTION

Chasen, Barbara ZitaTHE SEX-ROLE SOCIALIZATION OF WORKINGCLASS ADOLESCENT GIRLS: THEMATIC

ANALYSIS OF ROLE-CHANGE BEHAVIOR IN

WRITING CHILDREN'S STORIE§,

Dagostitio, LorraineAN EXPLORATORY STUDY OF HOW NINTHGRADE BOYS READ SHORT STORIES AND

SCIENCE SELECTIONS

Dorval, Jeffrey HarrisA COMPARISON OF SELECTED AUTHORS'INTENDED IDEAS AND THE ACTUAL UNDERSTANDINGS BY YOUNG-CHILDREN Of SELFECTED PRIMARY GRADE BOOKS IN WHICHDEATH IS THE MAIN THEME

Dunham, Maria HooperSELECTED CRITICISM OF TEN OF THE MOSTFREQUENTLY ANTHOLOGIZED AMERICAN SHORTSTORIES IN STATE-ADOP,TED TEXTBOOKSUSED IN ALABAMA SECONDARY SCHOOLS:IMPLICATIONS` FOR TEAGHING j

Foreman, Mary-Lou LeBoeufAN IIWESTIGATtON OF THIRD GRADERS'LISTENING COMPREHENSION-AND APPRE-CIATION OF HUMOROUS CHILDREN'SLITERATURE AND THE EFFECTS OF THEIR

READING ATTITUDES

Garrison, Jean WoodA COMPARISON OF SELECTED' FACTORS INCHILDREN'S REALISTIC FICTION HAVING'.WAR-RELATED PLOTS PUBLISHED I$ ENGLANDAND THE UNITED STATES DURING WORLD WARS

I AND II

Gellens, Virginia Ann MalioyLITERARY CRITICISM; A COURSE DESIGN

TOR SENIOR UNDERGRADUATES

Gifford, Richard WilliamA CONTENT ANALYSIS OF SELECTED,ADOLE-CENT NOVELS DEALING WITH DIVORCE, It",

SEPARATION, AND DESERTION PUBLISHEDBETWEEN JANUARY, 1970 AND MAY, 1979

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Givler, Mark A.SPORTS AND LITERATURE: A RATIONALEAND GUIDE FOR THE USE OF AMERICANSPORTS LITERATURE IN TIC TEACHING '

OF A COLLEGE UNDERGRADUATE GENERALEDUCATION COURSE IN FICTION

Ingham, Roemary OliphantTHE POETRY PREFERENCES OF FOURTH ANDFIFTH GRADE STUDENTS INA SUBURBAN-SCHOOL SETT/kG IN 1980

Jackson, Walton Seymour.' Jr.CREATIVITY TRAINING'S. EFFECT ON

POETRY WRITING

Kennemer, Phyllis K'yAN ANALYSIS OF REVIEWS OF BOOKS OF

FICTION FOR CHILDREN AND ADOLESCENTSPUBLISHED IN MAJOR SELECTION AIDSIN THE UNITED STATES IN 1979

Legow, Ruth G.THE ETHICAL DIMENSION: DEVELOPINGMORAL AWARENESS IN HIGH SCHOOL LIT-

ERATURE CLASSES

McDowell, Deborah EdithWOMEN' ON WOMEN:, THE BLACK WOMAN.WRITEROF THE HARUM RENAISSANCE

O'Brien, Barbara J.EMAGINAUVE READING: THE PROCESS

OF RESPONDING TO LITERATURE

Owens, Lyell GaryTHE FUNDAMENTAL ASSUMPTIONS OF

CRITICAL RESPONSE TO LITERATU

AN ANALYSIS

Pearce, Winston ThomasTHE RELATIVE IMPORTANCE OF POURNARRATIVE FACTORS IN THE READING

'INTERESTS OF MALE AND FEMALE ADdLLESCENTS IN GRAbES SEVEN THROUGH

NINE

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Pruett, Laura Jean MorganA STUDY OF THE EFFECTIVENESS OKBIBLIOTHERAPY IN CONJUNCTION W/THADOLESCENT NOVELS IN ALTERINGATTITUDES4OF STUDENTS IN A ,BASIC

) ENGLISH III CLASSROOM

Rios-C., HerminioA HISTORICAL AND COMPARATIVE CONTENTAND' LINGUISTIC ANALYSIS OF THEVELOPMENT OF THE IMAGE OF THE CHICANOIN THELITERATURE FROM 1804-1980 ANDITS-IMPLICATIONS TO EDUCATION

Rutherford, Wilma MarieAN EXPLORATORY STUDY OF AGEISM INCHILDREN'S LITERATURE

Sanni, William LamarTHE DEVELOPMENT AND IMPLEMENTATIONOF AN INTERMEDIATE LEVEL LITERATUREPROGRAM AND ITS EFFECT UPON READINGACHIEVEMENT AND, ATTITUDE

Schanzer, Deborah PollackFORMS OF INSIGHT: PROPHETIC IMAGESOF TRANSFORMATION IN LANGUAGE, LIT-ERATURE, AND ACTION

Sherrill, Catherine AnneGROWING-WITH BOOKS: THE RAD INGAU'O,IOGRAPHIES OF COLLEGE STUDENTS

Slavedas, Rosemarie DietzTHE EFFECT OF AUDIOVISUAL PRESENTATIONIN INTEREST IN BOOKS OF PRESCHOOL

CHILDREN

,Tinson, Mary LoisFEMALE SEX-STEREOTYPING IN PRIMARY

READING TEXTBOOKS

'Uffmaa, Barbara ElizabetRESPONSES OF YOUNG CHILD AND ADULTS

TO BOOKS WITH A LESSON

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Wallace, GwendolA STUDY OF CHANG G CONCEPTIONS OFEQUALITY AND ACHIIVEMENT REFLECTEDIN NEWBERY AWARD - WINNING BOOKS ANDTHE RUNNERS-UP DURING THE PERIODBETWEEN THE TWO WORLD WARS

Williams, S#muel Free, Jr.A CLASSIFICATION OF SELECTED PARA-BLES ON THE BASIS OF THEIR LITERARYCHARACTERISTICS

Yost, William LutherTHE EFFECTS OF THE EXTENSIVE AND THEINTENSIVE METHODS.OF TEACHING THEJUNIOR NOVEL ON EIGHTH GRADE STUDENTS'ABILITY TO READ A MORE DIFFICULT NOVEL

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DRAMATIZATION OF CHIttRbl'S LITERATURE ANDVISUAL PERCEPTUAL KINESTHETIC INTERVENTION FORDISADVANTAGED BEGINNING READERS Order No. 8126995 ,

AOAISOH, DIANE O'TooLa, Eo.D. Northwestern State University of

eouisiana, 1961. 113pp. Directed by Dr. Bob G. Lumpkins

Purpoie of the Study. The primary purpose' of this study was tocompare the effectiveness of two intervention techniques - -a verbalinteractive dramatization of children's literature treatment and *nonverbal visual perceptual kinesthetic treatment on the reading

;readiness. language development and self concept of economicallydisadvantaged rural, while kindergarten students. Thersecondarypurpose was to evaluate the effects of sex of subjectand pretest or noPretest condition on criterion scores

_ Procedures. A and experiment was conducted for twelve weeksduring the spring semester of 1951. Participants inclutlad 44 male and35 tamale kindergarten student from three intact ardis at two nevinorthern Louisiana schools. An extension of the Solomon Four -GroupDesign was used with verbal or nonverbal type of treatment. pretest orno pretest condition and male or female sex of subject as theindependent variables. Subjects were randomly assigned in eqyalnumbers by sex to groups, which were then randomly assigned totreatment and pretest conditions. Frit thirty minutes a day subjects inthe verbal treatment group were exposed to audiovisual or to audioonly presentation of children's literature followed by studentImpromptu dramatizations: and subects'in the nonverbal treatmentgroup were exposed to visual perceptual, kinesthetic readinessactivities and rnatenals The Lee-Clark Reading Readiness Test, thePeabody Picture Vocabulary Test, and the Primary Self-ConceptInventory were administered as posttest measures of the dependentvariables of reading readiness, language development and self -concept for three Null Hypotheses stated at the 05 level of

, confidence. Three separate 2 x 2 x 2 factorial analyses of vanancewere computed and results were analyzed for significant differences

with the F-test. .

Findings Statistical analysis of group mean scores for the Lee-Clark Reading Readiness Test revealed thatsignificant differencesexisted between the scores of subjects in the verbal and nonverbal

groppe The verbal interactive dramatization of children's literaturegrdup performed significantly better than the nonverbal visualperceptual kinesthetic group in reading readiness. A significantinteraction of female sex and pretest condition was noted Analyses ofthe group mean scores of the Peabody Picture Vocabulary Tes.tindicated that the verbal group performed significantly better than thenonverbal group in language development. No ignificent differencewas foundin the self concept scale scores on the Primary Self -Concept Inventory between subjects who were administered a verbalinteractive dramatization of children's literature treatment andsubjects who were administered a nonverbal visual perceptual 'kinesthetic treatment.

Conclusions The following are among the primary conclusionswithin the limitations of this study as suggested by the analysis of

data- (1) Verbal interactive dramatization of ,children's literature is

more effective than nonverbal visual perceptual, kinesthetictechniques in fostering the language development and reading

readiness of economically disadvantaged kindergarten students.

(2) Verbal interactive dramatization of children's literature had agreater impact on the language development and reading readiness

of economically disadvantaged students than nonverbal visualperceptual, kinesthetic techniques irrespece of sex and/or pretest,n6 pretest conditions. (3) Neither the verbal int tive dramatization

. of children's literature nor the nonverbal visual 'ceptual, kinestheticapproach seemed to haye a significant effect on the self concept ofeconomically disadvantaged kindergarteriskidents (4) Languagedevelopment was the dependent variable which wle most significantlyenhanced by-the verbal treatment for economically disadvantagedkindergarten students in this study

THE CHARACTERIZATION OF NATIVE AMERICANS INCHILDREN'S AND YOUNG ADULT'S FICTION, WITH ACONTEMPORARY SETTING BY NATIVE AMERICAN ANDNONNATIVE AMERICAN AUTHORS": A CONTENT ANALYSIS

Order N6.8125814BARAON. Pauatx Pnmcx, PIA. The Fleelda State University, 1961.18/pp. Moor Professor Phyllis Van Olden

- The purpose of this study was to examine the nature of theelterealedzation of Native Americans in selected children's and youcog ,NMI% Notion books with a poet-1945 setting. It sought to determine

or not.steriotypes of Native Americans appeared in thisINIM11110, and whether or not there were deferencAs in the portrayalsel NNW American characters by Native American and Non-Nairn

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AMericin authors. Twenty-seven selection sources were used todeify the 114 books included in this study.

MIPPottive data for this study were obtained by using thetechnique of content analysis The analytic instrument used in thisstudy was developed by the researcher It is a modification of the twoinstruments isrsd by Gast in his study and a synthesis of criteria usedin studies dor* by Shaw, Dusold, Feingold, the Council on InterracialBooks for Children, the participants in the library Services Institute onLibrary Materials for American Indians, and the Stanford, California,Task Force for the Evaluation of Instructional Materials. In order tostudy the characterization of Netive Americans, ten generalcategories were developed. story setting, attitudes of author inrelation to Native Americans, use of dialect, author's portrayal of therelationship between Native. Americans and whites, author's portrayalof the values and ethics of Native Americans, author's portrayal ofcontributions of Native Americans, author's portrayal Of contemporaryNative American life, characterization of the Native enericancharacter, stereotype with regard to characterization, and stereotypewith regard to storylinei.'

The investigation revealed that by combining the elements ofcharactenzation that appeared most often in the books analized acomposrte Native Amenceri character could be created who can bedescribed as. a main character who is a male, Navas), teenager living irin the West on a reservation in a Kogan with both parents andattending school His physical characteristics are described in termsof hair and eye color, he does not speak in dialect, and his goal in lifeis sett-realization There is a oositive family relationship and theireconomic status is adequate The relatinnship with whiles is that ofmutual tolerance and a strong sense of family and kin relationship isexpressed as Ervalue His contribution to society is arts and craftsProblemS of health, education, and job bpportunities are concerns ofhis contemporary Me style

Most of the books analyzed contained more than one type ofstereotype with regard to characterization of Native Americancharacters and more stereotypes with regard to storyline were foundthin in any other category Books written tty Non-Native Americanauthors were found to contain more stereotypes than those written byNative Arnencan authors.

.The researcher concluded that many of the more obviousstereotypes of Native Antericans such as "Noble Red Man", "DrunkenOld Indian", etc have given way to a more subtle stereotype.Descriptions of Native Americans in the books analyzed often includea reference to an element pf nature There vraselso a noticeable lack

of hUinor in the books analyzed. Because of the misconceptionsabout Natrve Americans being perpetuated in this literature, writers ofchildren's fictional literature should be more insightful with regard tothe dynamics of Native American culture. There is &sloe need formore chddreri's books to be authored by Native Americans.

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PROBLEMS IN GENERIC CLASSIFICATION: TOWARD ADEFINITION OF FANTASY FICTION Order No. 8123611BARTH, MELISSA ELLEN, PH a Purdue University, 1981. 254pp MajorProtesSor Virgil L Lokke

-- The primary concern of this study is to provide a methodology foridentifying those texts belonging to the genre I label tabulationAlthough the approach in part relies on the apparatus of strUcturahstcnticairn. it is not intended to be simply a structural analysitof the'genre Structural analyse is used as a starting point in thediscussions of key generic elements in order to Make these elementsmore readily visible to someone reading my argument. Three &elmaspects are considered as significant generic markers. causation,narrative structure, and patterns of closure

The first chapter, "Arresting Strangeness The Ontological Natureof Fabulation," introduces the problem of genre classificegmi Moreimportantly, however, It provides a synthetic.overview of seven writerson the genre tabulation. J. R, R. Tolkien, C. N Manlove, W. R. Irwin,Eric S. Rabkin, Tzveian Todorov, Witold Ostrowski, and Jane Mobley.These critics are studied in order to identify a basic but unarticulatedconcern in their writings with a fundamental marker of tabulationforegrounchng the nature of the textual ontos -

Chapter Two, "Cause and Effect. A Generic Paradigm," is apresentation of the paradigm I develop to account for the six types ofcausation a tabulated text may exhibit. All six ere discussed in light ofVladimir Propp's formalist conception of function Each'causalprinciple is also studied by means of a sample text drawn from thelevel of formula fiction Formula fiction provides the models because It

at this level that ilia the easiest to identify generic jriarkersThe third , "The Quest for Understanding' Narrative

Strategies,' the ways in which tabulated fends provide theimplied reader with the infOrmation he will need to understand theontology of the lid and the causal principles that control the events

gierein. ThediscuesiOn centers on two methods of expoition: the(in eft% Wort Istonloncerning the textual ontos Is not

a,

from the Nedjsr) did the di flayed form (in which theilature.textual onto* is not revealed fully until the text's conclusion).

Narrative patterns must be considered in this study of genre because' they are one of the primary means by which the text acquaints its

implied reader with the ontological-nature of the tabulated world.a a Similarly, the fourth chapter, "The Quest for Certainty:. Patterns oftioeure," studies five forma of what I call absolute closure becausethe pattern of closure the text employs also provides an unitedreader with pertinent information about the ontological nature of thetabulated tend and about the causal principles controlling that ontosEach pattern of absOlute closure it illustrated by means of a sampletext , 4

In addition to absolute closure, I identity another variety_ which Ilabel expanding closure. Chapter Five, "Breaking Form: MetafictionalFabulabon," discueses expanding closure as well as otheilispects ofthis most ettrone tom of fabulation. Metafictional fabulation is thelabel /use to deschbethoee tabulated texts that never make thenature of the textual ontology clear to the reader. In other words,rnetafictional tabulations refuse tagtve conclusive enswers to thecentral quesbonsdf the genre. "What do I know," (ontology) ind"How do I knoitt? (epistemology) I argue that these texts do notescape the bounclenes 'of the genre tabulation but rather expandthem to include both concerns with the nature of the textual qntosand the manner by which the reader attempts to make sense of thattextual world

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AN EXPERIMENTAL STUDY TO DETERMINC THEFEASIBILITY OF USING FOLK LITERATURE TO TEACHSELECT' CRITICAL READING SKILLS TO SIXTH GRADERS

Order No. 8126472

Bosux, Berm AGNES, PH.1(Michigan State University, 1981 206pp

The purpose of this study was to determine if critical reading skills

can be taught effectively through guided reading of folk literatureCritical reading was defined as the process of using criticAl thinking inreconstructingYneaning of the printed message. Folktales includednarrative which had its origin in oral tradition, written legends,fairytales, myths, and animal tales. The study investigated fourquestions, (1) Well there be a difference in critical leading ability of

sixth graders after direct instruction in critical reading through guidedreading' of fold literature/ (2) Will there he a difference incriticalreading ability of sixth graders taught critical reading skills.using folkkteraturesnd sixth graders taught critical reading skills through othermaterials? (3) Will there be a difference within groups for subjectswith low, average, or high critical reading ability after the criticalreading snstrucaori through folk literature es compared to criticalreading instruction with other matenals? (41 How was interest ofstudentS relative to folk literature affected by the intervention?

Subjects were ninety-nine pupils in four sixth grade reading

classes taught by the same teacher Two experimental classes (n =50) received instruction in critical reading skills through guidedreading of folktales (a) by the teacher reading aloud and modeling acritical reading process, and (b) by children reading independently abook of their choice selected from 120 folktakes in the classroom.

Instruction in critical reacting for two control classes (n = dig) was

presented through (a) teacher reading aloud from books, excludingfolk literature, to model critical reading process and (b) by childrenworking in skillbooks and assigned practice material

Ail four questions were studied by ethnographic considerationsincluding participant-observation, informant interviews,and analysis

of fieidetudy data.In addition, questions one and two were subject to statistical

anilysis using a two by two analysis of variance with pretest-posttestbeing the two levels of the within-subjects factor, and folk literature-conventional reading material being the two levels of the between

factor. A LOOK AT LITERATURE: The NCTE Cooperative Test

of Reading and Appreciation was the evaluative measure.Question three was measured by an analysis of covariance ustrig

muktple regression equations to predict posttest scores, with pretestscores servirg as coverleb and the type ci reading material used iniretructioil as factor.

Analysis of data obtained from ethnogiephic consideration led tothe conclusion that critical reading did improve as a result of directInstruction in guided reading of folk literature. Direct instructionappeared to be more effective when followed with opportunity forpupils to practice critical reading in self-selected folktales and to

share evaluative responses.Peeling scores from A LOOK AT LITERATURE as compared to

preterit result showed no sigolicant difference in critical feeding

64'ability atter intervention, taking the group as a whets The two by twoanalysis of variance indicated an F (1,98) ratio of 1.89 at p > .05. Thebetween group factor produced an F (1,96) ratio of .017, p > .05

The subjects in the experimental group with low pretest scoresimproved significantly in posttest scores in comparison with subjectsin the control group with lo,w pretest scores. An,analysis of covarianceproduced an F (1,941ratio of 3.96 due to the group times pretestinteraction atop < .05

The significant gains of the low scoring subjects in classes usingfolk literature led to the conclusion that low achieving readers canlearn critical reading skills in the regular claisroom throughcompetent instruction with worthwhile and interesting literature

The high level of interest maintained throughoutthe studysupports the conclusion that folk literature provides a feasible meansof teaching critical reading Interest was particularly nojeworthyamong boys.,

A STUDY OF THE CRITICISM OF CHILDREN'S LITERATURE

1969.1979 OrderNo.8121771Berri, BETTY MARION, PM D The Ohio State Unwersny, 1981 501pp

Adviser,. Professor Charlotte S Huck

This study was undertaken to examine the state of the art of thecriticism of yhildren's literature and to seek answers to questionsrelated to tge existence of such criticism and the nature, scope, andcategorization of the same The period under review was the decade

1969.1979, the sources of information were books and generalperiodicals as identified through standard bibliographic research

procedures, as well as a purposive sampling of periodicals of the

library and teaching professions in the United states, Canada andGreat Britain All sources ?elected for inclusion in the study wereexamined for evidence of critical viewpoints, categories of cntical

opinion, and developing trends In the context of the study criticism

was tings which either in whole or in part were

concerneddeemed be

some aspect of the nature, function, or quality of

children's literature, the critic was any individual whoe writing of acritical or evaluative nature had been published in book form or in the

periodical literatureThe study provided convincing evidence of the existence df an

extensive and impressive body of criticism of chIldre,ri's literature

which may be categorized as work-centered, children-centered, and

issues-centered The work-centered criticism, rooted firmly in_scholarship and tradition, deals with literary elements and examinesall genres. It demands a literature which adheres to high literarystandards, refusing to comprorrute quality because books are forchildren Child-centered criticism draws on the evidence ofpsychological study to insist that the evaluation of children's literaturetake into account the developmental nature of child growth, so that,books of excellence are accessible to all Issues-centered criticismfocuses on the appropriate presentation in children's books of manyof the Issues of contemporary society. A developing trend appears tobe a more corpprehensive criticism which, while it remains primarilyconcerned with literary excellence, takes due cognizance of thenature of the child and the nature of society.

The evidence of this study is that there is a distinctive children'sliterature which is tailing increasingly acknowledged as worthy ofstudy, research ankomment both within the university communityand among seholars in general--a literature which is supported by alarge and growing body of serious criticism.

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'THE PROBLEMATICS OF READY' G AN) THE POETRY OFLINTERACTION Order No. 8114654

CARAHElt, BRIAN GREGORY, Ptt D -Stare University of New York or Realo.

1981. 366pp.

A model of literary reading based on John ewes notions ofinteraction and inquiry, notions most fully devitloped inhis Logic: TheTheory of Inqviry, this dissertation considers the nature of literary inqui ryinto literary experience, When applied to literary works, Dewey's noaon ofinquiry leads into particulanzun investigations of the "problematics" ofreading. A "problemanc", developed in the course of reading and rereadinga specific poetic text, centers and guides the particular ways in which areader actively engages the textand the ways in which the text acts uponand guides the reader This model of literary reading also draws uponStephen Pepper's waft in aesthetics and the theory of evidence and LudwigWittgenstein's writings on understanding and being guided.

The first two chapters develop the model pragmatically andtheoretically through leudistons" readings of three of WilliamWordsmith's "Lucy poems" Most of the first chapter, "A RomanticSluinber: Dreaming the Death of the Lovely Other; or, -A Case of Murder

and the Romantic haaginatiorr,, is coocerned with the adjudication ofthree pool* readings of "A shimber di&my spirit sear. Problems ofexperience, cooteit and rhetorical complexity encountered in the activity ofreading this poen1 are all addressed at length. Furthermore, the fate of thenarrator of Wordsworth's lynx is seen as representathe of the fate ofnumerous cntical readers--the slymbrous failure to interact hi theiseconddiapter, "Toward the Problematics of Reading: ARealignmenheftnticalInquiry in Relation to the Activity of Reading", a theoretical expannon of '

this interaaional model of reading is developed, treating the interaction ofreader and poem as a cntical inquiry into the boun&saninterdependencies of self and others The general here isDeweyan. Vanous gleanings from and critiques of passages and concepts inDewey and various other philosophers, philosophical ps) chologistS andanthropologists are coordinated to produce a cntical analysis of Dewey'sphenomenology of experience amenable to literary studies. especall) thequestion of the reader and the activity of reading. Most particularly,Dewey's notion of inquiry into experience yields the concept of a

."problematic"--a form of cnucal inquiry which attends to aesthetic et eatsas charactensncally problem generating and which helps describe andelaborate conceptually the felt qualities of such events

,Two oth tors follow: on Wordsworth's The Prelude and oniamesJoyce's U4sses ere, the cntical problems of structure and character areconsidered in re tion to texts which foreground the problems of readerlyinteraction with In the chapter "The Growth of the Reader's Mind orThe Singing of Law into the Heart" readings of Books I and XIV of The .

Prelude are gh en. The "problematic" which centers and guides theinteraction of pork and reader here is the enduring conflict between that"unnatural self* nth its "trance of thought and mounungs of the mind"and that "genial" ;pd "moderated" self which attends to others and v. edsitself to the shapes and thing of the world The enduring cinflict betweenmodes of self is recognized as that which shapes the discontinuiues mstructure and rhetonc in The Prelude and engages a reader itr interact:helyfollowing through resisting, questioning and accepting the terms andinurnacies of this self-reflecw.e conflict. The fourth chapter. "The Pain ofSelf and the Pull of Otherness Egoism and Resistance in U4sses", °prismsof a reading of the "Proieus episode of Uh sm. In sum, the painful searchof the Dedahan self for a substantial encounter with another self commutesthe "problematic" which centers and guides the interaction,of work andreader in reading Ulysses

THE 'SEX-ROLE SOCIALIZATION OF WORKING CLASSADOLESCENT GIRLS: THEMATIC ANALYSIS OF ROLE.CHANGE _BEHAVIOR tN WRITING CHILDREN'S STORIES

Order No. 81 25473CNASEN, BARBARA IJTA, ED D. Harvard University, 1981 236pp

A comprehensive review of the literatUre bearing on working classsex-role socialization included a small but intnguin5 group of studies,

, principally by Bernstein and his associates (1971,1973), whichsuggested that working cla.is girls, in contrast to the boys, maydemonstrate greater linguistic and behavioral (or "role") complexitya such expertise m linguistic code-switching and social role-switchingdoes exist, it has important implications for educators For example,teachers of working class adolescent girls should not assume thatverbalized tradi ex -role attitudes are echoed in equallytradition& r . f, in fact, these girls have experience intaking on a variety of roes. including traditionally masculine,instrtimental roles, then they have an impcktant basis both for leamihgto think hypothetically and for being introduced to career alternatives

In order to augment the existing date on the working class girl'sability to change roles, I set up a research project to test thehypothesis that more working class, white, adolescent girls than boyswould demonstrate an ability consciously to take on a sex rolecharacteristic of the opposite sex As a direct measure Of behavior, Ichose the method of thematic analysts of imaginative writing asdeveloped for mobvab al research by McClelland and his associates(1981,1975) In a geli ry study with working class adolescents, Iidentified thenieslou almost exclusively in children's stones writtenby girls and themes fo almost exclusively in children's storieswritten by boys.

The principal of the thesis was carried out in high schoolclasses in an urban public school system with 67 girls and 54 boys,identified as working class, white. and American-born On the firstday, students were given the cue to Invent their own story for a childThe Diane* of these stories fit the seihddferentiated thematic

the preliminary study. On the followingas closelygiven the cue to writs a story that a member of the

ely as in llowing day.

01100elle set might leant or a child. In that second Moly, llhe subiectwiimBISseieneswielsyseeenil role-change behavior by *Mktg a

chfidren's story that would be reed by three coders as having a themetypical of the opposite sex (according to the categories established inthe preliminary study). The hypothesis wa&supported with statisticalsignificance.

The concluding chapter of the thesis enlarges upon theimplications of these findings for the educabonpf working classadolescent& Specifically, ability to role change is discussed inrelation to ability to think informal operational terms (Piaget) and tospeak in an "elaborated" linguistic style (Bernstein). Bernstein'swork, supported by earlier research. suggests that working classsocializatiorkreinforces particularistic or "restricted" speech and 4.thou ht. In follow-u pmterviews to my study, subjects shccessful atr0 change were unable to articulate the process of their writing

Mr. Thus, while the girls in particular can take on different roles,work' class adolescentS either may not have practice in thinking orspeaking abstractly or they may not value such middle class"elaborated" forms of expression.

ReferencesBernstein, B. 1971. Class, Codes, and Control Vol. ILondon:Routiedge.-Bernstein, B., ect: 1973. Class, Codes, and Control. Vol. II.London:Routledge.McClelland, D. C. 1 981 The Achieving Society. N.Y.:Irvington.McClelland, D. C. 1975. Power. TM Inner Experience. N.Y.:Irvington.

AN EXPLORATORY STUDY OF HOW NINTH GRADE BOYSREAD SHORT STORIES AND SCIENCt SELECTIONS

Order No. 8123894RAGOSTINO, LORRAINE, PH.D Syracuse University, 1981. 170pp

The purpose of this study is to describe the silent readingprocesses that ninth grade boys report they use while reading shortstories and scientific material It accomplishes its purpose byidentifying from introspective reports fourteen strategies which areused during silent reading, and by analyzing retellings and responsesto comprehension questions to determine whet the studentsremember and understand In addition tq studying reading strategiesand comprehension, the study consider the readers' interest in twokinds of material Two short stories and science selections were usedto elicit the strategies, retellings, and responses to questions Thyintrospection were classified, the retellings were scored using theGoodman Burke Reading Miscue Inventory, and the responses to thequestions were categorized according to criteria usechby E. A , PeelThe interest inventory which was used was created for this study

Generally, the data on the frequency of occurrence of strategiessuggest that while readers draw from a comnion core of strategies,which many readers use, readers also have individual preferences tFour case studies are included to illustrate individual behaviors Theanalyses of the data show that Story and sci ce text stimulate the 4

exception of prior knowledge, but'that sometimes the frequency of occurr nce of particular strategies issignificantly greater for one kind of text than his for the other

The data on comprehension, that is scores for the retellings andthe responses to the questions, suggest that the 21 ninth grade boysin this study remember and understand short stories better thanscience text, but that in the case of indiklual readers the level ofcomprehension can vary for each oft four selections. There is Ilttlevidence tharthese ninth graders ar eating at the inferential eve

The corrention coefficients of frequency of occurrence of each 7strategy and the retelling scores show that several strategies aresignificantly related to comprehension These are Easy to Read,Visualize, Prior Knowledge, Personal Involvement for science and ,

Easy to Understand, Summary. and Inference tor storyThe question on the relationship of interest to comprehension wet

exploratory The findings suggest mat although there are positivecorrelations of interest and comprehension for story, the same did notoccur for interest and comprehension of science text This may be an

area for further research.

9

A COMPARLSON OF SELECTED AUTHORS' INTENDED IDEASJ

AND THE ACTUAL UNDERSTANDLNGS BY YOUNG CHILDRENOF SELECTED PRIMARY GRADE BOOKS LN WHICH DEATHIS THE MAIN THEME Order No. 81159,35

DortvAL, JEfFRE1 HARRIS. ED D Temple Unnersity, 1981 114pp. MajorAdviser: Dr Anne D Roos'

The purpose of this studs was to in% esugate %I:by authors of selectedbooks for your.g children decided to use death as the main theme of theirbooks, why they wrote about the death of an adult relative. sibling. friend,or pet, and what influenced their choices of subject matter and/orcharacters.

An additional purpose ifif this stud) was to dete'rmiee if children, afterreading the selected books, demonstrate an understanding of death aspresented by the particular authors The study attempted to answer thefollowing research questions: , (1) Do authors of books for y oune childrenhave a particular personal reason for choosing death as the main theme oftheir books? (2) Were there particular events in the pnate 11%es of theauthors ithich determined whether the authors wrote about the death of anadult re&me sibling. friend, or pet?(3) Will young children understandMI author's presentation of death? Will this understanding be affected bythe child's direct expenence with death'

Procedures A questionnaire was seam the five authors used in thisstudy They were asked w lily tiley chose death as the main theme forayoung book, and why they chose to write about the death of an adultrelathe, sibling. fnerld, or pet.

A book by each or tht authors used in this study was read to thirtychildren from a third grade of a middle-class. white. urban public school inthe northeast section of the United States The children were performing ator above grade lee el. The five books were selected because their themes

dleal with the death of an adult relan%e sibling or pet, or the social andphysical processes which are present when death occurs The childrenresponded to a questionnaire after each book was read to the class. Therewas a different set of questions for each book read The questions were(based on the responses by the authors to the questionnaires sent to themand the content of their books, Responses from each children'squestionnaire were compared with responses from each author'squestionnaire.

All of the children responded to a general questionnaire based on directand vicarious experiences with death. This questionnaire was presentedafter the reading of all of the books The answers to this questionnaire wereused to determine whether the children's direct experiences with death had,influenced their responses to the fi%e selected books

Conclusions The findings of the study revealed' (1) The,five authorsused in the study expressly stated particular person reasons for choosingdeath as the main theme of their boo ey expressly stated that therewere particular events in their pnate lies which determined whether theywrote about the death of an adult relan% e. sibling, friend; or pet. (2) Amajority of the children did not understand thepresentanon of death bytwo of the fi%e authors used in the study (3) A majority of the children didunderstan4 the presentation of death by two of the fie e authors used in thestudy (4) A majority of the children had partial understanding of thepresentation of death by one of the fire authors used in the stud) (5) Thechildren's understanding of the fire authors' presentations of death was aotaffected by data which showed that all of the children had a directexperience with death and a great majority of them suffered the loss of'sclose relative

An interpretation of the findings in the study led to the following'conclusions' (1) The response to the first and second research questionsshould be "Affirmance (2) The response to the first part of the thirdresearch question should be "Affinnan% e" for tw o of the authors,"Negate e" for two of the au thors..and neither "Affirman% e" nor"Negative" for one of the authors (3) The response to the second part ofthe third research question should be "'Neganve."

SELECTED CRITICISM OF TEN OF THE MOST FREQUENT1,1ANTHOLOGIZED AMERICAN SHORT STORIES LN: STATE -ADOPTED TEXTBOOKS USED LN ALABAMA SECONDAR1SCHOOLS': DITLICATIONS FOR TEACHNG Order No. 8119556DUNHAM. MARLA HOOPER. ED D Auburn University. 1981 306ppDirector: Alvin D Alley

To determine which short stones appeared most frequently, theresearcher examined the twenty-four textbooks which contained shortfiction by American writers from the State-Adopted Textbook List forgrades seven through twelve prepared by the State Department ofEducation m Montgomery. Alabama, effective from July 1, 1977, throughJune 30, 1983 Anthologies which west pnmanly or entirely British or

1

world literature were excluded From the seventeen-stones which appearedthree or more umes. the researcher selected the following ten for inclusionm this guide (listed in order of copyright date) "The Deg it and TernWalker" (1824), "The Ambitious Guest" (1835), "The Minister s BlackVeil" (1835), "The Tell-Tale Hdart" (1843), "An Occurrence at Owl CreekBridge" (1891), "Silent Snow, Secr'et Snow" (1932), "By the Waters ofBabylon" (1937), "The Secret Life of Walter Mite, "The Loner"(1948), and "A Summer's Reading" (1956)

The researcher compiled a summary of selected criticism for each ofthese ten stories The summary was followed by specific' aS s the storycould be taught in the English classroom based upon] knoydecige of thecpticism with suggestions for pre-vision (before reading the story land post-

evision (after reading the story ) acu% itiq and questionsThe researcher concluded on the basis of the results of the textbook

survey that the American short slot.) is a major feature of state-adoptedtextbooks in Alabama with many authors and stones being representedThis phenomenon is probably widespread since the saw textbook seriesare usually adopted in many states Ethnic authors are sill large}'. ignoredin these series The criticism for all ten stories revealed that generally e% en

among critics. there v. as no one definitive interpretation of any p en stoptherefore students should be exposed to as many %alid interpretations aspossible The inclusion of questions anloctivines based upon the cnucism

une attempt to show the need for and a way to integrate scholarship andpedagogy 'in the English classroom

AN INVESTIGATION OF THIRQ GRADERS' LISTENING

COMPREHENSION AND APPRECIATION OF HUMOROUSCHILDREN'S LITERATURE AND THE EFFECTS OF THEIR

READING ATTITUDES Order No. 8123053FOREMAN, MARY-LOU LEBOEUF,PH D University of Georgia, 1981

253pp Director Bob W Jerrolds

The purposes of this study were (1) to investigate third gradeboys' and girls' appreciation and listening comprehension of selectedcategories of humor present in children's literature, (2) to investigatethird graders' listehing comprehension of the nonhumorous andhumorous story elements within humorous picture books, and (3) toinvestigate the relationship between third graders' attitudes towardreading and their appreciation ratings of humorous picturebooks andattitudes toward reading and listening comprehension of humorous

story elementsThe subjects for the study were 67 third grade students, 36 boys

and 31 girls, from a rural county in northeast Georgia These students

were from heterogeneous classrooms, and their reading levels were

average and below averageThe materials used were 36 tape recorded humorous picture

books representative of nine categories of humor exaggeration,surprise, slapstick, the abiurd, human predicament, ridicule,defiance, viQtefice, and verbal humor Four books were selected foreach of the nine categories, each selection was a book Judged to bean appropriate representation of that category...

The instruments used in this study were the Heathington Primary

Attitude Scale, a measure of attitude toward reading, and a HumorAppreciation Scale', a researcher-designed measure of theappreciation of the humor within picture books. A multiple-choice testconsisting of 10 items, five measuring the listening comprehension ofnonhumorous story elements and five measunng the listening ,comprehension of humorous story elements, was constructed foreach of the 36 humorous picture books.

Data collection consisted of the following. The third graders'attitudes toward reading weie measured the week of September 22,1980. During the rue weeks, groups of approximately 15 students

at a time listened tam-recorded humorous picture books. Thesample of 36 picture books was randomly assigned t9 the four classesof third of third graders so that each class listened to nine picturebooks, one from each of the nine categories of humor. For each babic,

a Humor Appreciation Scale was completed and the multiple-choicetest was administered with the researcher reading the test aloud to

the studentsResults indicated thathe categories of exaggeration, slapitiCk,

and the absurd were appreciated to ik significantly greaterdegreethan the categories of defiance, violence, and surprise. There were nosignificant differences between boys' and girls' appreciation ratingsof the nine categories of humor. In analyzing third Graders' liateningcomprehension among the categories of humor, the absurd categorywas comprehended to a significantly greater degree than thecategories of violence, slapstick, ridicule, defiance, and verbal humor.

Human predicalrnent and surprise were comprehended to a

aignifte,aney grettleridegree then the violence and slapstick

categories. Of the nine categories, violeince was comprehended to a

significantly lesser degree:The humorous story elements represented

by the Absurd category werecomprehended to &significantly greater

degree than the humorees story elements in the verbal, defiance.

ridicule, and violence categories. Humorous story elements in the

surprise category were comprehended significantly better than the

humorous elements in the categories of violence, ridicule and

defiance The humorous story elements in the violence category were

comprehended to a significantly lesser degree than the other eight

categories In the comparison of the subjects' listeningcomprehension of humorous and nonhumorous story elements, the

results indicated that the nonhumoroutitory elements were

comprehended to a significantly greaterdegree. No significant

differences were found between boys' and girls' liStening

comprehension of the nine categories of humor. No significant

relationships were revealed between appreciation ratings and

listening comprehension, attitudes toward reading'eading and listening '

comprehension, or attitudes toward reading and appreciation ratings

A COMPARISON OF SELECTED FACTORS IN CHILD RE,N'SREALISTIC FICTION HAVING WARRELATED PLOTSPUBLISHED IN ENGLAND- AND THE UNITED STATESDURING WirLD WARS I AND II Order No.8124569GARRISON, JEAN WOOD, ED D. Temple University, 1981. 193pp

The children of the United States and England have been exposedto the realities of two devastating world wars during the first first halfof the twentieth century. Proponents of children's literature duringboth warferiods urged authors to use their talents to infprm childrenabout w The purpose of this descriptive survey was tolocate allavailable books of realistic fiction with war-related plots published bythe United States and England during World Wars I and II for children'of elementary school age and to compare them The aim was todetermine whether proximity td the war zones during both warscaused England to have a greater quantity of war-related books orbooks with different plots than those published in the United Statesduring the same war periods

Three hundred titles of children's books with war - related themeswere found in England All available books were read, annotated, andcategorized into 12 predetermined plots which included: (5) HomeFront, (b) Home Front Rther countries, (c) Evacuation, (d) Flying,(e) Sea Action, (f) Spies, (g) Land Fighting, (h) Animals,(i) Sabotage, (j) Girls in Action, (k) Training, and (I) Miscellaneoysor Undetermined.`Four hundred twenty-one titles were located in theUnited States, most of which were read, annotated, and divided intothe same 12 categories as the English books. Many hundreds ofbooks were set aside as fantasy or nonfiction personal narrativesThis was in direct contradiction to theories that no war-related booksdf fiction were written for juveniles during World War I and World WarII. An annotated bibliography of books mentioned above is appendedtp this study

A comparison was made between the number of books publishedin England and the United States during each war and between thenumbers of books of fiction with war-related plots published in eachwer. The total number of bqoks published and the number of warbooks in both countries we very similar during the First World WarThe most startling discovery was that England published morejuvenile literature during the Second World War than the UnitedStales. but the United States published a far greater number of war.reLpled books. It may be concluded thdrproxirnity to the war zone anddirect threat of invasion did not prompt more books about war duringthe periods covered in this study.

The investigation of books listed under the 12 categories revealedno outstanding difference in the treatment of children, family life,military action, or attitudes toward the war in England and the UnitedSUMS. This might be attributed to the common lanOuage and heuniversality of childhood. There were more American books aboutanimals, girls in action, and training for military service. Few of thebooks were written for younger elementary school age childrenSeries books domircablid book PrOduction in both countries duringWorld War I and half of the war-related fiction published in Englandduring World War II. Therejeere few Quality books published in eithercountry and fewer sell nantlh print.

4

LITERARY CRITICISM: A COURSE DESIGN FOR SENIORUNDERGRADUATES Order No. 8116714

GGeniis VoiGNIA ANN MALLOY, DA The Catholic University of ,America, 1981 118pp

We are all aware of the national decline of interest in literature as an .

instrument of humane education One reason for this decline, perhaps theprincipal reason, is an almost random multiplication of approaches to thestudy of literature leaving the impression that students of litefature haveno body of methodic knowledge formally constituting a discipline of their ,

own. Examination, for example, of a number of the most popular collegeanthologies reveals their cnncal apparels to be without clear or system &ferminolop or theory. In the anthologies, terms like "matter," "cobtent,""form," "idea," are interchanged at random There is no discrimination (oronly.wealt, tentative discrolunavon) between poetic and rhetonc: there islittle understanding of principles of organization. The result is theintroduaion of a multiplicity ctf answers to the simple questions: What is itthat the student of literature studies' What is this thing we call a poem/Flow is it different from any other speech made out of language? How is itdifferent, say from rhetonc? .

My own theory has its ongins in Aristotle, and I in ian account of thatbackground It is there too that we find the terminology we need; and mycontention is that we ought tp use itnot because it is classical, but becauseit is clear, systernanc, and, I think true to the nature of things

The first part of the course design I offer in the dissertation explainstheoretical and historical backgrounds. We explore Plato's ion andAristotle's Poetics for answers to the questions: What is the role of thecritic/ and How does he perform his function/ We look at the history ofliterary criticism from Aristotle to the present through M H Abram s TheeMirror and the Lamp He offers a comprehensive formula for classifying themultiplicity of theories.

The second part of the course introduces the studentslo literaryanalysisrhetoncal and poetic. My object is to provide methodology and toshow the distinction between rhetoric and poetic Because tewunology is atool, lay this in first Next we do a rhetoncal analysis of Hamlet (which canalso be areal} zed as poetry) because it illustrates so many rhetoncalstrategies and so much of the terminology needed for analyses Then we doa poetic anah si.%of a sonnet by Hopkins. ,

The third part of the course in N kites the students lb consider that a'knowledge of Aristotle s Ethia Politics, Metaphysics, Rhetoric and Poetics

provides guidelines for answering the questions: What is the place ofliterary studies in the whole liberal arts college cumculum' What is thenature of a coherent literary cumculum/ What is the Value of literarystudies/

Through this course the students learn that the role of the critic is todiscriminate among Nalues fs; Inch can be so easily conflated) and toestablish, maintain and perpetuate =dards, a Task uhich in% ohesextracting theory from history, and then bringing the releNant knowledge tobear upon judgment of a work.

A CONTENT ANALYSIS OF SELECTED ADOLESCENT NOVELS'DEALING WITH DIVORCE, SEPARATION, AND DESERTIONPUBLISHED BETWEEN JANUARY, 1970 AND MAY, 1979

y Order No. 8113961GIFFORD, Ricautz Wruiam, ED,D. University of Colorado at Boulder,1980. 151pp. DirecFor: Assoaate Professor Ruth Cline

As the United States divorce rate cop:molly risers, more and morechildren are involved in broken familici. One of the imports,* needs ofthese children is to read about others in a similar situation. Nearly 150adolescent novels dealing with divorce, separation, and desertion appearedm.the 1970's. -

The Pwpole. The purpose of is study was to determine how selectedadolescent novels depict families undergoing a marital breakup andcomparing thirdepiction with psychological and sociological studiestodetermine the extent of concurrence. As a result, parents, educators, andlibrarians can be better informed about the kinds of information presentedin the novels.

Procedures The sample for this study consisted of 28 adolescent novelsdealing with divorce, separation, or desertion published between January,b70 end May 1972, Contknt analysis was the technique used for analyzingthe novels. Seven major categories were employed. Each novel wasthoroughly read and all passages referring to the major categories wererecorded.

11

Conch/skin The following resat were &own from an analysis of thedata: (1) The novehealt exclusively with Caucasian families and 82percent of the families were from the middle or upper middle socio-.economic classes. This conflicted with actual studies which show that moremcidences of divorce occur among blacks than among whites, and themajority of divorces cccur in the lower socio-economic classes. (2) Twenty-seven of the novels dealt with divorce, whew in reality separation and .

desertion account for n-ty fortxpercent of all.single parents. (3) Of thechildren depicted in the novels, rls outnumbered boys 31 to 17. Theaverage number of children in the fictional families was 166v comparedlo 108 per actual divorce decree. The average age of the fictional childrenwas 13,04 whereas the greatest number of children affectid by divorce andseparanon are in the six to eight year old range. (4) The most commonreasons fordivorce or separation presented in the hovels wereunfaithfulness, alcoholism, a desire for a new life style or foVreedom,constant fighting and arguing and a conflict between marriage and a career.(5) In 858 percent of the novels the mother gained custody of the childrencomparing favorably 'nth the actual figure of approximately ninety percent.(6) A companson of the fictional children's new life style showedagreement with *dual studies in the following ups: many children wereforced to relocate after their parents separatedald the children usuallyreacted negatively to the relocation, children viewed their parents datingunfavorably, children's relationships with stepparents and stepsiblings werepositive in a majority of the instances, and interpersonal relationships withboth parents usually detenorated aftevhe separation. Duagreeinent tenthactual studies occurred where only six fictional children faced a lowerstandard of living and only six mothers returned triwork, wherein reality amajonty aFehildren expenence a lower standard of living and a majority ofsingle-parent mothers began working. (7) Reactions to their parentsseparation which were described in at least three separate instances'included the child blaming himself for the separation, the child haying adesire to run away, and the child hAlig 6ts of crying Several unique --individual psychologiCal and physical reactions were noted.

SPORTS A. \1) LITERATLRE: 4 RATIONALE biND GLIDE-FORTHE LSE OF AMERICAN SPORTS LITERATURE EN THETEACHLNG OF A COLLEGE; UNDERGR_AJDL ATE GENERALEDL CATION COL SE EN FICTION Order No. 8116479Grvite, \tout A , PH D Unilersity"of Maryland, 1980' 137pp ,Supervisor Dr John C Carr

Sport has become a firmly established and significant part of e erdaylife al conterriporary American society The proof is even %here evidentthe large in' esunents of time. energy andrioney the burgeoning growthtif participanon and spectatorship:the proliferation of sport publications,sport literature and sport themes in high, middle. and mass culture Sporthas become an activity with as own jargon. its ow n economic empire itsoven communications media, as ors n body of law (e g . the unique anti -truststatus of professional baseball) an its own values has emerged'sportin present-day America as a social institution of trenigous scope andinfluence, an institunon that for good or411 directly or indirectly affects thelives of all of us

With this acknow ledgement of the ubiquitous character of sports inAmerican culture, this invesu$auon undertakes the following:

Purpose and Methodologs The purposq of this dissertation is toestablish a rationale and guide for the use of sports literature in the

athing of a college undergradfiate general educapon course in fiction Toccomplish this purpose, the body of the dissertation is organized in a series

of "arguments from For example. (I) The *argument frowhistory.(1) The United States has a long cultural history of sports Chapter I brieflyrev iews that history (2) The United States has an equally long history ofsports in the artspoetry, drama, short story, novel, music and the plasticarts Chapter II reviews that history (II) The argument from the contentand objectives of college undergraduate general education courses in-fit:IanChapter Ill undertakes this argument by presenting the results of a surveyconducted by this investigator The survey arrives at a number ofconclukions pertaining to the content; frequency and objectives of collegeundergradulte general education courses in fictitn (III) The argumentfrom the nature of the college undergraduate student A rev iew of thebterature examints,the college undergraduate students' reacting tastes, -reading preferences, reading needs, and reading choices Chapter IV .presents these findings, (IV) The argument firdn .t.ample. This section of,Itte dissertation analyzes four current sports nova's to demonstrate howthey lend.themseh es to the teaching oT a college undergraduate generalechotion course in fiction To this end, Chapter V offers explications of aboxing novel (Leonard Gardner's Fat City (19691), a basketball novel (JohnUpdike's Rabbi; Ran (1960)), a football novel (Don DeLillo's End Zone

(1972]). and a baseball novel (Robert Coover's The UniVerSal BaseballAssociation (1968))

Chapter VI presents a concluding summary and suggestions for flirterstud) Sports history, sports in the arts, and especially sports in literatureexist as largely untapped sources of material for the college literatureteacher In this respect, the literature teacher lags behind tits cblleagues tosociology, psychology, and the other social sciences It is the primarypurpose of this stud) to make known to the teacher of collegeundergraduates in Ineratuje the wealth of that material and to establish itsrich %e'en and its "respectability" as a body of work suitable for Inclusionin college literature courses

THE POETRY PREFERENCES OF FOilliTH AND FIFTHGRADE STUDENTS IN A SUBURBANISCHOOL SETTLNGIN1980 16_ Order No. ;3111331

INGHAM, ROSEMAR1 OLIPHANI, ED D Univertity of I/ ouston, 1980 1:34pp '

The purpose of the study was to obtain data relating to intermediatechildren's poetry preferences in 1980 The seven specific hypotheses thatwere used in this study were related err part to the findings of the 1972 study'of upper elementary students' poetry preferences done by Terry Thisstudy was done on a local level while the Terry study. wt' done nationallyThe seven hypotheses were' (1) There will be a difference to thepreference for specific types of poery (limerick, lyric, narrative, and verse)of students in the 1980 study and the students in the 1972 Terry_ study(2) There will be a difference between the 1972 and 1980 sample groupsregarding selection of the best liked individual poems (3) There will be adifference between the 1972 and 1980 sample gfoups regarding selation ofthe twenty-five best liked poems (4) There will be no difference betweenthe 1972 and 1980 sample groups regarding reasons given for liking thepoems they choie as GREAT' or It's Good. (5) The.1980 sample groupwill have a higher preference for poems published since 1972 (6) In the1980 sample the students who have teachers that read poetry to them willhave a significantly higher positive response to the poems that they hear(7) There will be a significant difference between the positive responses ofthe students whq said they liked to have poems read to them whencompared to the$osinve responses of the students who said that they didnot like to have poems recd to them The students who said that they likedto have poems read to them will have a significantly higher positiveresnonse to the poems

The data used to test these seven hypotheses was obtained by twoseparate instruments: A Teacher Questionnaire and Student PoetryPreference Booklets The subjects were one hundred and sixty:fourstudents in eleven fourth and fifth grade classrooms The students listenedto 112 poems aver a period of ten day's from cassette tapes The studentsrecords it preferences for each poem in the appropnate poetry

rice booklet. The booklets contained a page for each poem with a'five point scale from ITS GREAT' lo ITS BAD' A frequency count of theStatistical Package of the Social Sciences (SPSS) was computed to obtain,tee mean score (oi each poem Thestmean scores were used ih testing thefirst five hypotheses An analysis of variance of the mean scores wascomputed in order to test hypotheses six and seven Hypotheses 1,, 2, 3, 4,and 5 Were supported while hypotheses 6 and 7 were rejected

Children have consistently preferred humorous, narrative poems overthe other types Rhyme and familiar content are two traits of poetry thatappeal to children There appears to be a marked favoritism forcontemporary poems when compared to the traditional poems In thisstudy there was no.significant differente between positive responsets ofchildren who were in classrooms where the teachers read poetry whencompared with children in classrooms where poems were not read Also,there was no significant difference between the positive responses ofchildreewho said the) liked poetry at the start of the study when comparedwith children who said they didn't like poetry ,

CREATIVITY TRAINING'S EFFECT ON POETRY WRITING'Order No.8124912

' JACKSONWALTON SEYMOUR, JR , Pia D Northwestern University, 1981. -124pp

Problem This dissertation investigates the use of mean questionsand physical interpretation witk a traditional curricalum topic ofreading and writing poetry as a method of enhancing the creativity ofstudents as evidenced in their written work.

Method Fifty-three fourth and fifth grade children were randomlyassigned to two treatment groups. Group One received thirty minutesof open questioning about poetry and thirty minutes of training Inwriting poetry for one hour weekly for thirty weeks. Group Tworeceived twenty minutes of open questioning on poetry, twenty

12

"i -1rAnuterit of physical Interpretation of poetry, and twenty minutes ofVeining in poetry writing for one hour each week for thirty weeks.Children in both groups had pretests and posttests consisting of theTbrrance Tests of Creative Thinking, Verbal and of an instrumentAesigned for this study, the Poetry Writing Test Vackson; 1981)Fluency, flexibility, originality, and elaboration scores in creativity andpoetry wiiting.werofinalyzed using Meet; and Pearson product-

.

monient correlaboes. .

Results Children in Group One made significant invrovements inthem posttest creativity scores on the Torrance Tests of CreativeThinking, Verbal, in flexibility, originality, and elabOhttion Children inGroup Two had significant improvements in their posttest creativity

. Score, in fluency and ongonality' When the gain scoreof the two'groupsimere compared, it was found that Group One's gains inelabor g:1111AWe significantly higher.than Group.Two's gains.

dren in both Group One and Group Two had significantimpr vementsin their posttest Poetry Writing Test in all four creativitycoin nents, fluency, flexibility, originality, and elaboration. When thegain scores of the two groups were compared for the Poetry WritingTest, it was found that Group Two's gains were significantly higher in

I fluency, flexibility, mad originality than were Group One's gains. TA, politest scores for both treatment groups indicated a

ir- I 'significant correlation between posttest creativity scores and posttestpoetry writing scores (fluency, 43, p = < 0); flexibility, 25, p = < .05,originality, Ilx; p = < 01, ancLelaboration, 22, p = < 05).

' Conclusfons and Limitations lthe creativity training program. using the reading and writing or poetry appeared to be suctessful in

creating significant impfgvements in stxtpints' creativity scores,however:1i number of limitations to the studs, modify the strength of

0" these conclusions Students in GrowOne, whohad training inCreativity thr h open questioning and poetry writing, madesignificant ovements in their creativity flexibility, ongpielity, andelaboratt as measured by the Torrance Tests of Creative Thinking,Verbal The children in Group Tw6, who also had opportunities to

' physically interpret the poetry, made significant improyements in theircreativity originality . ,

In the Poetry Writing Test the students in both groups madesignificant improvements in all four creativity components of their

A poetry Group Two made significant gains over students in Group Onein peetrylluency, flexibility, and originality -It was suggested thatbecause children in Group One-had a loner a amount of time to writeeach week, their poems were more elaborate*Whe.,0 they wroteelaborate poe in the posttest, they wrote fewer poems than

and the relat components of flexibility and originalitystudents in p Two and, therefore, had lower scores in fluency

.

Ville the students made significant improvements in all thecreativity components of their poetry writing, this improvement wasdue,to the fact that they were able to write more poems in the posttesthart in the pretest because of their new familiarity with the forms inwhich ipoems could bewritten The qualitative improvement in thechildren's poetry, however, was not as great as the quantitative:improvement

_ fr Limitations to the study were c sidereeby the researcher andpossible ways of overcomingth tionsin future research weresuggested

(..

AN A_NALYSIS OF REVIEWS OF BOOKS OF FICTION FogCHILDREN AM) ADOLESCENTS PUBLISHED IN MAJORSELECTION AIDS L); THE UNITED STATES IN 1979

0Order NO. 8113978

KE's*DIER, Ptryuis KAY, ED D University of Colorado at Boulder, 1980156pp Director: Professor Wok Westerberg

School and public libraries provide the market for 85 percent of theapproximate!) 2,500 books published annually for childen andadolescents,,Since librarians rani% ha% e access to recently published books,they must depend on selection aids for making purchasing decisions:

The purpose of this study was to determine the reviexpohaes, theformat, and the types and length of reviews of fiction books in the so majorselection aids for ehildren's and adolescent literature.

The ectsonirpolicaesabd format for Bookliss the Bulletin of the Center'for Children's Books The horn Book Magazine Kirkus Reviews PublishersWeekly; and School library fourribl were determined throughcommunications with the echtorfand examination of the penodicals

An instrument was developed to evaluate reviews of books of fictionaccording to the number of descriptive, analytical, and sociological treatsAssesernenu of the reviewers' attitudesitoward the bOoks from very positheto ivy negative and the numberd words we also noted. These fivedependent variables we umpired in three phases.

N

For Phase I reviews of titles common to all six selection aids publishedin 1979 wee identified and a randorn sample of ten titles was selected for

,study.Booklist and The Horn Book Magazine were excluded froin,Phase11,due to their policies of generally recommending books reveilEd whichcould have biased the results for the other four selection aids, and adifferent sample of ten titles common to those penodicals was selected. ForPhase III a random smiple of twenty reviews as selected from each of the

six selection aids.Significant differences were found for all five of the dependent

variables. Reviews 'lithe Bulletin of the Center for Children's Books had the -greatest number of descriptive items in all three phases. Boirktst, The Horn.Book Magazine, and the Bulletin of the Center for Children's Booksiiadsignificantly more analytical items in Phage III than the other periodicals,although no significant differences were found for this variable in Phases IandII Reviews in School Library blend were the matt likely to mentionnonlitifaiy or sociological /aspects of books in Phases I and II, but nosignificant difference was fdun4 for this variable in Phase D1.-ReviewsinPublishers Weekly consistently exhibited the most positive attitudestowards books reviewed. Kirkus Reviews had more negative eommentsaboutbooks reviewed in Phases 11 and III than the other periodicals. TheHorn Book Magazine was found to have the longest reviews and Pub/shoe"Weekly had the shortest

Librarians referring to this study can make decasionsabout whichselection aids to use based on their needs end preferences with a knowledgeof how each selection aid is most likely to meet them:"

The Classification of Book Reviewsirrm developed for this studyproved-to be a efseful instrument for evil acing reviews of fiction books. It,is recommended that this form, or an a non of its, be used in further

research concerning reviews

THE ETHICAL DIMENSION: DEVELOPING MORALAWARENESS IN HIGH SCHOOL LITERATURE CLASSES

=-Order No.81 1 7748

LEGOW, Rum G , ED D Fairleigh Dickinson University, 1981 470pp .

Chairperson Dr Charles R. Kelley

This study demonstrates how literature may be-used to heightenthe ethical awareness'of high school students

The perspective employed views moral education in cognitive .,terms Senior high schdol students need both to disc:sysithe valuesof theierld in which they live and to inspect ethical issdes.in generalTeachers are frequently urged to discuss ethical issues Ath theirstudents but receive little help in achieving these goals in high schoolliterature classes (Disagreement about what is meant by ethicaleducation further complicates the matter ) This study offers onemethod f or heightening the ethical awareness of students withoutindoctrinating. without undermining other possible ways of studyingliterature, and without glorifying the students' self-absorption withtheir own views

Two factors limit the contemporary school's ability both to handleliterature in its appropriate terms and to exercise its responsibility forheightening ethical awareness First, the tendency_to bifurcate humanlife into realms of thought and feeling and to reduce all-non-empirical" educational goals and tasks to psychological terms whichare sometimes narrowly defined as emotional, second, the tendencyto reduce the school's cognitive developmental function to private'learning" theory The problem is to develop a methodology whiCh isboth cognitive and helps students to reach beyond themselves andtheir first emotional responses.

Three specific instructional objectives follow (1) introduction ofthe student to the continuous ethical dialogue central to the Westerneducational tradition, (2) development of the ability to recognizesituations which call for ethical analysts without reducing them towhat one would like to do, (3) development of the ability to inquireintolend reason about, such situations and the issues they raise.

The study explores how literature, more consciously pursued in itslegitimately ethical terms and without abandoning,its important role asliterary art,can enable the school to recover its appropriateresponsibility for making possible the Student's ethical development"Ethical development" in this sense means enlarging the students'conception of the ethical universe in which they dwell and stimulatingdisciplined inquiry into the ethical tradition This study showshow /hisethical development can be achieved in the high school through asystematic study and discussion of both literature in general and thespecific literature of ethical analysis

The first chapters discuss the purpose and plan of the study andpresent an historieth perspective of moral education in the Americanpublic school since 1900. Chapter III reviews the literature about

113

a

moral eithotaion and evaluates melees angioaehes le moraleducation. Chaplet IV parents a study of Martin Butter. explainingthe context iri which the approach to moral education proceeds. Thiscontext is congruent with John Dewey's and Jean Paul Sartre's viewof the student as subject Lid Jean Piageraw that development is .

going out from oneself and meeting the idM of others. Chapter Vk provides weak pedagogical tegies employed in teaching ethics

in the English classroom. No " ple" lesson plans lire offered forthere is a° pat formula for team ng. The point is to show How theteacher can construct appropnate methods. `,

Chapter VI gives examples for introducing ethics in Englishclasses and includes responses of students. Chapter VII providessuggestions for presenting ethical issues in works of literatureSpecific examples from modem literature are hhown in conjunction

_with student responses on essay tests and in papers (Chapters VI andVII also include matenal a teacher may use to develop a method foruse with any work of literature.) Chapter VIII Summarizes the studyand indicates some educational implications. The Appendix

v- reproduces selected student papers which provide more exampiliti ofthe lunds of questions students raise

WOMEN ON WOMEN: THE .13LAM WOMAN WRITER OF'ME HARLEM RENAISSANCE Order No. 8113639

MCDOwtat, DEMUR EDITH, PH.D. Purdue University.1979. 222pp.Major Professor Allen Hayman

This study is a feminist reading of the novels of Jessie Fauset, NellaLarsen, and Zora NealeHurston that focuses on a singularly important,often overlooked, main to their ficuOn7their ached preoccupation withthe myriad shadings of womanhood. The study inclines heavily toward adiscussidn of female character, especially the psychology of the blackfemale. Each writer began her career aware of the predominant Images or

A stereotypes of the black woman as sensual. primitive siren. on the one hadd,and as the "matazny," the larger-than-life matriarch on the other. Eachwrote in conscious opposition to these stereotypes, attempting to create

complete images of women that wpuld represent alternatives tonew, more comthese traditiom1 images. What they attempted was not uniformlycommensurate with what they achieved, however, for social attitudes Aboutwomen's roles, as well as artistic censorship by critics and publishers,awed pressure oti the writers that often resulted in their retreat to morecrventional statements about womanhood.

Tbe,stuth is divided into six chapters The first chapter provides ageneral background of the factors that influenced these waters' treatmentof the woman question. For example. aspects of their la efclearly influencetheir central fictional concerns Each led a hfe that departed fromcon% enuonal expectations of women. N e a mother and noneseemed to place a high premium on o ge. Social atptudes about womenreflected in certain ',little Magazines" of e Harlem Renaissance periodadditionally influence these women's a ent of,the female.

The second chapter analyzes the Har Renaissance, its developmentand character h outlines the coptrovetsy over the nature and function ofblack literature that fictionalized the movement's participants and perhapsSatiated its decline.

The third 'chapter mannnes Fauset's treatment of the black femalecharacter and demonstrates that her writings in The Gash magazineessaysand short storiesas well as her foreign lecture tours are alike consistentwith her paramount concerns. -

The fourth chapter Nella Larsen's portrayal of the femalecharacter, a portrayal demonstrating that her knowledge of femalepsychology is more sophisticated than Fauset's, her characterization,stronger, more complex. Larsen openly indicts %be three institutions whichhave most effectively impeded female developufent and autonomyeducation, marriage, and religionand satirizes her diaracters who**tubs to these institution.

The fifth chapter discusses Zora Neale Human, who surpasses bothFauset and Larsen in chattering those traditions, institutions, and valuesystems which have historically oppressed wawa and kept them fromdeveloping into full. independent beings. Moreover, Hurston's works loredearly than either Fauset's or Lawn's. transcend the particulars idswoman question to animas more universal and humanistic.concerns.

The last chapter summarUes the major points of the study and brieflydiscuses its implications. Additionally, the chapter attempts to establishhusk Lanai, and Hinson as pioneers In the de.. of a blackfemale litgary tradition and connects them with -rary blackwomen novelists whose &Sion& preoccapation is also theiensitiveaglow** alibi dyaandes at black wowsaboot

IMAGINATIVE LEAPING: THE OF RESPONDINGTO LITERATURE Order No. 5113544

013amx, BARBARA J., PH.D. Columbia University,198I 263pp

The dynamic nature of literary response is assumed by researchers andtheorists bf literary response, but little is known about how readers actuallyformulate their responses to spec& works Studies have been conducted toidentify sources of difficulty in responding, to determine how age,education, and teaching styles influence readers' responses, and to analyzethe content of =toxins readers make about literary works in essays, orallyto a researcher, aid in classroom discussion. Little work has been done,

' however, to study the formanon of readers' responses' as they are reading.To desathe and analyze spontaneous literary responses, six high schooljuniors were asked to verbalize everything they thought and felt as theywere reading four short stories. Three dimensions of response were foundto be important in the readers' Ibilitrto imaginatively engage with thestories: the nature of their receptivity and involvement, their attention tothe language of the text, and the function of their literary associations.Patterns of response were consistent for the readers, although the conrent oftheir responses changedas they read the different stories All the readerscombined their =Mons and analyses as they responded, but most readerswere either primarily intuitive or analytical Intuitive readers engaged easilyWith the works but rarely developed their responses or discussedinterpretive meanings. Analytical readers tended to be distant from theworks, hit they discussed their responses and the implications of the factsof the story at length. Some readers came to immediate condusiops thatthey tried to validate as they rack others concluded very little until the end

-41' the story. The tentative readers, whether primarily intuitive or analytical,entertained more and more complex meanings as they responded. Theseobservations indicate that readers need guidance in the formation of theirresponses so that their emjiTians is shifted from discovering the meaning of -

the work to their participation in the constrticnon of meaning Further ework needs to be done pn the ways hterara texts guide and structureresponse, and the ways readers experience literary meaning.

THE FUNDAMENTAL ASSUMPTIONS OF THE CRITICAL.. RES'ONSE TO 'LITERATURE. AN ANALYSIS. ,. . Order No. 8123687

OWENS, LTELLGARY, PH.D Purdue University, 1981. 280pp MajorProfessor V L Lokke

It is the main concern of this thesis to provide a criticalexamination of several unsatisfactory underlying assumptions thathave been an integral part of the foundation of IrtePary criticism in theTwentieth century Since the overwhelming preponderancy of critical

ounts of literature since the time of Wordsworth have been'onistic in nature, such topics as explanations of how an

imparts an emotive quality into a literary work, how a reader isto recover thorie characteristics that have been expressed in

ateriture as he or she ex it, and prescriptions as to how onev Should use the terminology revolves around expressionist

thought to evaluate literature have received considerable if discursiveattention. Within the scope of these discussions, one prominent focusbecomes apparent. that either wittingly or otherwise, critics havesubscribed to a singular interpretation of the nature of expression,and congruently, that literary theorists have not been able to disposeof a highly unsatisfactory underlying emotive theory. It is anexamination of this theory, and the many attempts to both support anddiscredit it, that comprise the central thrust of this work.

Chapter One is intended to provide a general framework in whichthe central analysis can be understood; it develops a perspective ofthe philosophy of literature and acknowledges John Casey as havingsupplied the initial impetus. It explains the apparent dualism ofintellect and emotion and, most importantly, provides a scheme of the 'several kinds of thought patterns that are generated through logicalanalogies, ancj the problems that occasionally develop duringattempts at trantiference of certain analogical models. .

The hext chapter offers &treatment of themethod of analysis thatis utilized in succeeding chapters, argues for its viability in applicationto the philosophy of literature, and to problems concerning theemotive responses to expression in particular. Although it borrowsheavily from Wittgensteinian ordinary language analysis, and utilizesthe concepts of language-games and stresses the importance ofcontext in determining meaning, it is not exegetically bound to thetheories of any particular philosopher.

The essentipi argument of the following chapter Is to reject thenotion that anaimoaon is identical to a feeling and consequently, that

14

emotional qualibeS4can be transferred, either cognitively, causally, orimaginatively, from a literary work to any other point

Chapter-Four considers the thesis that the literary work mayContain a meaningful object that is somehow distinct from the textualobject, and the ensuing suggestion that this is the literary emotiveelement that reaches the readet's consciousness It entertains thepostOated objects of Platonic essences, the uttered sound, the readerexperience, authorial experience, and perspectivist norms, as well asothers All of these versions of the meaningful object are rejected, as ,

is the identity of the literary work with the reader's mental experienceduto, among other objections, a complete lack of coherentverifiability

The fifth chapter examines-the principal underlying assumptionsthat are largely responsible for the confusions that manifestthemselves in the oreceeding, chapters The psychological contentionthat external stimuli arid physiological sensations compoSe emotionalreactions is discredited as it relates to the philosophy of literature, upartly due to the distinction established between the reasonability ofemotional states versus the causality of sensations It is asserted thatthe confusion between the descnptive and explanatOry functions oflang ge IS also responsible for this etreous turn towards thispar lar type of psychologiSin

finally, the concludingsnapter otters objections to the claims ofseveral proponents of thnistredited theory of emotion that themethod of linguistic analysis utilized in this work is actually a linguisticform of the same discredited theory

THE RELATIVE IMPORTANCE OF FOUR NARRATIVE.FACTORS IN THE READING INTERESTS OF MALE ANFEMALE ADOLESCENTS IN GRADES SEVEN THROUG NINE

Order No 8 23348PEARCE, WtHSAli THOMAS, PH D The University of Iowa, 1981 234ppSupervisor Profeisor G Robert Carlsen

The objelof taus study was the relatio importance of fournarrative factors in the reading inters% of adolescent males anadolescent females in grades seven through nine The factorsconsidered were the protagonist, the setting, the narration (themanner in which the story is told), and the portrayal of events (therealistic-idealistic overtones or tne story) To determine the existenceof such relationships and to determine the relative strength of suchrelationships, the factors were healed as dichotomous mutuallyexclusive variables The variables were included in 32 fictitioussynopses which were rated for interest by 202 males and 187 femalesin grades seven through nine The interest ratings tor each synopsiswere computed on a five point scale from 1 (very interested) to 5 (veryuninterested) These scores were analyzed with a point !men&correlation technique to determine contributions of individual factorsto mean interest for eight groups of readers by age and by sex Amultiple correlation technique was used to determine vituch factors incombination would effectively predict the interest valuelor male andfemale readers Further, multiple regression analysts determinedwhich factd'rs in combination would predict differential interestbetween male and female readers (1) The sex of the protagonist wasthe one factor which dominated interest relationships for males andfemales For,males, the sex of the protagonist was the most influenkalfactOr in relation to total interest -The strength of the influence of N.

protagonist was less f dr girls There were no discernable trends forincreased or decreased appeal in the results for thefactor ofprotagonist oven the three grades for either males or females(2) Setting exerted a weak influence on the reading interests of maletand females While there appeared to be a tendency in some groupsfor setting to be an influential factor, it never achieved statisticalsignificance (3) Narration showed a positive correlation with thereading interests of males An action-explicit type narration was morefavored by boys than the implicit introspective narration deemedfeminine The indicabon frorn the data is that where narration wasconcerned, the gins responded without preference (4) Portrayal ofevents exerted fittte individual influence on the reading interests.ofmales or females. There was a slight tendency for the correlation tobe higher with females' interests than with males. but none werestatistically significant (5) When the four factors were considered in,concord, it is possible to ascertain a degree of predictability ofinterest for males and females in a multiple regression computationusing the value codes (0, 1) for the factor in the plot Boys' readingInterests are more predictable than girls' For males in this study, thefactors of protagonist and narration figure significantly into the

'possibility of predicting witsrast For gins, the significant factor was

protagonist, though the factor was less potent the_ r males Thefactors of setting and portrayal of eventstlid not con utesignificantly to interest prediction for males or femalesconclusions to be drawn are that boys are more predictably in degreeof interest for a type -plot than are girls (6) Nevertheless, the use ofthe four factors may be used in predicting the interest differencesbetween males andiemale readers This finding contends that sexdifferences in reading interest result from the interaction of the fourfactors under study. The results indicated that all four factors weresignificantly related to the prediction of male or female interest for thetwelve and thirteen year old groups of males and females All factorsexcept portrayal of events were significantly related to thepredictability of interest differences fpr all groups of males andfemales

A STUDY OF THE EFFECTIVENTSS OF BIBLJO.THERAPY LN

CONJUNCTION WITH ADOLESCENT NOVELS EN ALTERING

ATTITUDES OF STUDENTS IN A BASIC ENGLISH III

CLASSROOM Order No. 8114346

Num. LAURA JEAN MORGAN, PH D University of South Carohna, 1980

268pp

This study was designed to In% estigate whether the reading of certain

selected adolescent novels would change the student's view of self, family,and responsibility The dependent variable was the amtudechange The

independent 'amble was the method of teaching. Theexperimental classes

used the adolescent mcn els. the control classes used the regular curriculum.

These variables were examined through the analysis of covariance to

determine the answer to the following questions Do students readingselected adolescent novels chat ge in their attitudes toward the family unit,

in their maturation of self-concept. and in their responsibility or decisionmaking more than students pursuing the usual cumculurni Does the sex of

the participant play a role in receptiveness to atutb de change Does the

reading ley el of the st$dent participating in the experimental group affect

his inchnanon to alter attitudes''The sample consisted of 183 students in the eleventh grades in schools

located in South Carolina. Students were assigned by a random computerprocedure to nine ClaSSeS, five control and four experimental classes. Allstudents completed questionnaires compiled from The Family Scale by E.

k Rundquist and R. F. Sletto, Acceptance of Set f andOthers Test byEmanuel M. Berger, and Attitude Scale for Clerical Workers by G J.Dudycha, standardized tests, at the beginning and the end of the test to

determine if a change had occurred Reading performance was measured

by information as derived from Comprehensive Tests ofBasic Skills, astandardized test utilized statewide to ascertain student performance_

results of the analysts of covariance failed to support evidence ofpiatude change as a function of reading specific adolescent novels. ThereVas also no significant change in attitude toward the family unit, self-

concept, and responsibility as a result of the sex of thestudent or as a

function of the reading level of the studentFurther research is needed to determine if a longitudinal study might

provide insight into the value of bibhotherapy in changing attitudes. Also,

studies examining the possibility of attitude change in earher grades and

utilizing an individualistic approach to bibliotherapy are suggested.

A HISTORICAL AM) CON1PARATIVE CONTENT ANT)LINGUISTIC ANALYSIS Of THE DEN'ELOPNTENT OF THEIMAGE OF THE CHICANO L\ THE LITERATLRE FROM 18041980 kM) ITS IMPLICATIONS TO EDUCATION

Order No. 8116560

RiosC HER...I:Psi°. ED D Linzversit) of San Francisco, 1980 54IppChairperson Alma for Ada

This study traced and analyzed the historical development of theparadigms developed in the penodical literature, fiction and the socialsciences to explain final causes of the Chicano s empirical reality Theresearch method is best described as a histoncal-comparative-contingencycontent analysis in which the approach and perspective of the historianwere indispensIble tools in a study of developing paradigms over'a periodof nineteen decades (1804-1980) The comparative approach dictated thejuxtaposition of ideas, images, and class words expressed in over 1,700sources examined The conungency analysis procedute involved adisciplined search for the kinds of symbols and contingency elementsrepeatedly appearing in association with the terms Mexican MexicanAmerican and Chicano

15

The diachronic suitaposnice of ideas, images and contingency elementsrevealed tbat the same basic locettbeones (i t. biological determinism,geographical determinism, cultural determinism and econoituc class .beterrimustn)Were advanced ukficnon the periodical literature and thesocial sciences to explain final causes of human behavior Furthermore, theexplanations of Chicano empirical life have histoncally been negative and

expressed in symbols whose ental value is surutar or equivalent..

. The histoncal documentation of thi reality through a comparauve-nungeno content analysis senously undermines the credibility of social

sciencesoence =ales vis-a-vis the Chicano since it establishes a-direct relationshipbetween popularly held beliefs expressed in fiction and the periodicalliterature and the paradigms advanced in the social sciences to explain

Chicano empirical reality. As this study undermines thecredibility of thesesocial scientific paradigms, which have negative and static. it lays the

philosophical foundation for a positive and assertive paradigm of Chicanoexistence and becomes a possible analytical model for researchers from

other e:hnic groups

AN EXPLORATORY STUDY OF AGEISM IN CHILDREN'SUTERATU RE Order No. 8 123874

RMTMERFORD, WIL RIE ED.D Univer sity of the Pacific, 1981

168pp Chairpe r. Dewey W Chambers

Purpose. This collected data eighty fictional books forchildren aged five twelve that were wntten in the United States from1949-1978 The researcher was concerned specifically with tt(1) discovering if the older humant were stereotyped in children'sliterature, (2) measunng the fudged frequency and intensity of si3chcontent. and (3) analyzing the data as they apply to children in grades

Procedure Eighty books for children aged five td twelve that were4' written in the United States from 1949.1978 were the source of data

for this study Cement analysis was employed A coding formconsisting of physical and personality characteristics as well asbehavioral categories was used as the test instrument This tesqinstrument was examined for its reliability and validity TO discover ifthe older humans were stereotyped in the childse'n's literatureselected, an analyses of the data consisting of measuring the ju55e0frequency and intensity of the content was conducted

Findings The aged characters in the selected eighty boots forchildren were not stereotyped They were depicted as generally activeand hating a variety of interests The roles of the aged characters aswell as the relationship/it and patterns of social interaction werevaried The findings were felt to be indicative of concern forunderstanding the aging as individuals experiencing somewhatdifferent life situations and responding accordingly .

Conclusions (1) The instrument designed to measure the agedcontent in the eighty selected fictional books was thorough andadequately determined the presence. frequency. and intensity of thebehaviors and personal characteristics (2) All of the identifiedpersonal characteristics were present in the books either in narrative

' or pictorial form (3) All of the identified behaviors were present insome of the booki analyzed (4) The personal characteristics andbehaviors found in the books were generally treated by the authors ina positive manner (5) The Judged intensity of treatment of thebehaviors ranged from strongly (rating of 1) treated to not treated(rating of4) at all (6) The portrayals of the aged charatters were notconsidered by the investigator to bestereotypic. The aged personswere engaged. in diverse roles and activities and led vaned life styles

Recommendations. (1) A study similar to this should be done todiscover if the aged-are stereotyped in the content of children's booksfor ages other thar; five to twelve. (2) Studiet should be conducted todiscover children's attitudes towards the aged and the influence thatreading has had in shaping those attitudes. (3) Studies should beconducted to explore the manner in which attitucTe-s toward the agedare internalized by children. (4) Studies should be done todiscover ifchildren can ado Isom attituderloward the aged from their reading

Studies should be conducted to compare the portrayals of theaged found in various genres of literature. (5) 'A replication of thisstudy should be conducted utilizing an adult rater and it Child rater.This investigation would give insight to how one perceivesexperiences presented in the filefature.

)Introduction. The foqus of this study was to examine the effects of

a scisool wide literature program upon reading achievement, thenumber of books read and the attitude toward reading.of fifth and.. (sixth grade boys and girls. The population for this investigation wakthe student body (N = 459) of a suburban elementary school nearPhiladelphia. Pennsylvania.

Methods of Study. The treatment within the study centered aroundas tematic literature approach. Eight monthly themes or topics wereIdentified to be utilized from October to May Teacher involvementincluded the oral reading of books to students on a daily basis for 10to 30 minutes and implementation of a school wide Sustained SilentReading penod.

Student involvement within the investigation consisted of`4ecording of the boot& read, completing follow -up activities, andparticipating in a library expenence. Students also exchangedpaperback books via a student book swap and participated in story,poetry, and drawing contests.

Administrative involvement in the study included the efforts of thehbranan, the reading teachers. and the principal. These individualsplanned. directed. and supported an assortment of literature programacivities parental awareness was stimulated by a senes of parentnewsletters about the literature program

Assessment The Metropoliian Achievement Tests were used toassess reading achievement In order to gauge the number of booksread, annual library circulation was compared with the previous year'scirculation Student attitude toward reading wassmeasured by the'Attitude Toward Reeding Scale, developed by Deck and Barnette.(1976)

'Findings and Conclusions Student achievement gain in ward.knowledge from:fifth grade when compared to sixth-grade gain inword knowledge was found to be statistically significant betylind the01 level However, this relationship indicated a negative di tionalgain in student vocabulary knowledge from fifth to sixth grade Basedupon this finding, aymply reading to students and simply allowing themto read (SSR) does not mean that students will increase theirvocabularies. There may be, in fact, a negative relationship betweenthese variables and achievement.

The averagehumber of books taken from the library per studentfor the year of the study was greater than the year when there was noProgram

. .

Student attitude as measured by the Attitude Toward Reading

Scale was not found to be related to the elements of the school wide

literature program..All other correlations proved not to be statisticallysignificant

However, each of these correlations, although not statisticallysignificant, might be meaningful and worthy of further study. An

interestinfeature of each of these relationships illthst.a negativedirectional gain is present

Formative and summative data ehich included survey results, staffevaluations, and parent feedback suggested that the literatureprogram was a positive experience. These results aredescriptive-andare not supported by statistical evidence.

Two conclusions of this study supported by strong statistical datasurfaced as the primary outcomes of this investigation. The k studyeletnents of oral reading by teachers. SSR, numberof books

end the other literature activ do not enhance the measure wordber off ollow-u p a ies

more negadvi the attitude toward reacting

41

THE DEVELOPMENT AND -IMPLEMENTATION OF ANINTERMEDIATE LEVELLITERATURE PROGRAM AND ITSEFFECT UPON ,READING ACHIEVEMENT AND ATTITUDE

f

Order No. 8124584Swipe, WILLIAM LAMAR, Eo.D. Temple University, 1961. 171pp.

knowledge of students.completed by climes,of sixth grade students

A common thread noticed when gamining the correlations wasthat of the negative direction of the variables related to the sixth gradechild. Perhaps the seemingly positive literature aspects usuallyrecommended Yor the elementary child may npt be beneficial to theupper age elmbentary age student, specifically the sixth gradsyoungster. Further research needs to be attempted at the upper grade

levels to establish a better u nding of the literature programelements and is relationship have upon these students.

16

I

4FORMS OF INSIGHT: PROPHETIC IMAGES OFTRANSFORMATION IN LANGUAGE, LITERATURE, ANDACTION Order No. 8123290SCk4Ataxa, DEsonam POLLACK, Eo.D. Columbia University Tea che'rsCollage, 1981. 171pp. Sporeck Professor Dwayhe Huebner

While insight and its related terms intuition, epiphany, revelationand inspiration so construct that has been examined in philosophy,literature and theology.and is commonplace in vernacularexpressions and thinking, rt has not been legitimated in education. -

The aim of this study is to develop forrorfOr the organization of arepresentative body of information about insight across thedisciplines, to identify and interpret instances of these forms byexamining secondary descnptions of insight, and by interpreting.selected works of literature in which they occto The purpose of suchdentrfication and interpretation is to reflect on how these forms implynew ways of looking at teacher thinking; language and behavior

The categories emerging from an analysis of cntical and literaryworks fall into three broad types Metaphoric Insight, Eisphanicp.Insight, and Functidnil Insight This study proceeds with a criticaldiscussion of metaphor with particular regerd to the way a teacherused metaphor in the classroom, an analyse of metaphbr in the poetryof WaUace Stevens, an examination of the theological roots andsubsequent use of epiphany in representative literary texts, and aninterpretation of the way in which a work of fiohon uses FunctionalInsight A

This, work provides an engagement with literature as a way to lookat metaphoric language, the experience of transformative moments,and the translation of these forms of insight into subsequent actionThe implications of this analysis of insight for teacher thinking andteacher education suggeSt that the re-engagement with literatureprovides alternatives tc contemporary metaphors of utility and controland that insight can be thesigrealing of the transformative potentialwithin the dily teaching

GROWIP4G WiTti 13001($: THE READINGAUTOBIOGRAPHIES OF COLLEGE STUDENTS

Order No.81233 64SHERRILL, CATHERINE Awe, Pm D The University of Iowa, 1981 102ppSupervisor Professor G Robert Carlsen

The purpose of this study has been to examine the collectivememories of English and library science majors as they recalled inreading autobiographestheir experiences citgrowing up with bctoksFor them our cultural system, despite its shortcomings, has beensuccessful They perceive themselves as persons who enjoy reading,who have been and will continue to be Irfelong readers Theirprdflessional commitments reflects value for books It was thereforefitting to explore their recoIlecAins of both the negative and positiveexperiences in connection with books as a means of idbntrfying theconditions probably likely to lead to a love of reading and to speculateas to ways the family. school, and other agencies can best structureenvironments conducive to reading

The sample consisted of 454 reading autObiograPhies out orecorpus of 1021 written at The University of fowa during the years 1966to 1980 for Professor G Robert Cartsen's Literature for Adolescentscourse Because of the freedom of response built into the originalassignment, the best approach to inquiry proved to beatphenomenological one, of allowing the autobiographies themselves todictate the categories for investigation

Iry approaching the texts of the first 100, I marked,in the marginstentative categories that portions of the text seemed to dal with I

then typed on index cards various testimonies from theautobiographies that fell within a given category From these excerptsI derived a sense of what I tentatively perceived to be a collectiveattitude of the respondents about a given potential category I

continued this procedure in my reading and marking of the next 220autobiographies 'and every other one of those numbered 321 to NOThose making up the remainder of the corpus numbered 591 to 10211reed through without to determine any change in direction insame rompers**, emergence of new categories

The responses from the autobiographies lent themselves togrouping around several areas of investigation books as catalysts insocial relationships, the sources for obtaining books, schoolexperiences pith books, and fatterns on reading expehences Theseareas became major chapters Each chaptei contains excerpts fromthe autobiographies composing time aroma

MY

Out of the sense of the malonty of respondents' recollectionsemerged implications for ways in which the home, school, anti otheragencies can best structure environments that will afford pleasurableexperiences with books

The pre-school entgroninenf should be one in which the child ISread to by a !amity member. Ideally, The home should bea storehquseof readi,ly available reading materials and a place where the child seesother family members reading

to elementary years these respondents would have preferred awide range of reading matenals and the opportunity to progress attheir own rates Though competition and prizes were an imbetus forreading; quantity should.not take second place to opportunities toshare and respond to various works The teacher should read aloudduring this period and also that oesecondary school yees$

In secondary English classes thebest atmosphere appears to beone in which there is the greatest freedom of individual selector ofliterary works and one in which personal responie andshanng ofideas'with other class members takes precedence over lengthy,detailed study And focus on literary artistry

Actording to these respondents, sources for books should beconveniently available and housed in a pleasant atmosphere Bookclubs, bookmobiles, and libraries are popular sources However,libraries should have a friendly, informal atmosphere and comfortable,'pleasant physical design

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THE EFFECT OF AUDIOVISUAL PRESENTATIONI ONINTEREST IN BOOKS OF PRESCHOOL CHILDREN

OrdersSLA VENAS, ROSEMARIE DIETZ, Eo D Northern Illinois Limy, ity, 1981

95pp

Trle purpose of this study was to investigate one aspect dr.audiovisuals in the lives of young children The central questionaddressed in this study was How do audiovisuals compare to the

story,fiour approach on encouraging young children's interest inbooks' This question was broken down into the following sub-questions (1) Does the presentation of a book produced either as aslidetape program, or a television program, or in a story hour, affectthe interest of three- and four-year-old children in total booksavailable to them within the research setting, as measured gy theirspontaneously taking books from their shelves and 'Poking at them orrequesting that they be read to them') (2) Does the preientation of abook produced as a slide-tape program, television progrkm, or in astory hour, affect the interest of three and four-yearzold children inthe specific book produced and presented, as measured by thecriterion given in number "1" above' (3) Does the presentation of abook produced as a slide-tape program, television program, of in astory hour, affect the interest of three- and four-year-old children inbooks other than the specific book produced and presented/

Using an experimental design:the three treatments, shde-tape,television (videotape), and story hour were randomly assigned to'three groups of thrte; and four-year-old children enrolled in the EarlyChildhood Research Laboratory at Northern Illinois University,Department of Curriculum and Instruction, College of Education Afourth group was used as a control and received no treatment. Eachgroup was comprised of ten children

A time sampling checklist was designed on which was recordedthe children's use of books Book use was divided into threecategories use of the presented book, use of other books, and thecombihed use of total available books

Data were gathered for the study over an eight-month period. Datawere collected two days per week, 25 minutes per day over a four-week period for each group For the three expenrnental groups, thetreatment intervened between the second and third day of datarecycling The study was approved as "not at risk" to the children bythe 1view committee for use of human subjects in research

The raw data on the checkstieets were converted to means ofbook usage for each group for each day Mean book usage wascomputed in three categories, use of total books available in theresearch setting, use of the book us.ftin the thrbe treatments, use ofbooks other than the treatment book. T means of the four groupswere compared using an analysis of variance Significance of theseanalyses was established at the 05 level at minimum Means were

six posttests, and of the sum of thecompared for the four groups for asid for each of the

I.ver

The findeigs of the study indicated there were no significantdifferences in the mesaesol-theBWIlin of the posttests o(the threeexperimental groupsai alynt,the three categories of book use(1) total books available, (2) The presented book, or (3) other books

The research findings of this study do not warrant the rejection ofany of the mill hypotheses. The conclusion is there is ndsignificantdifference in the interest of three- and four-year-old children in bookswhether or not they are presented with a story hour, television orslide-tape production No treatment had a significant &feet.

-FEMALE SEtSTEREOTYPLNG N PRIMARY READLNGTEXTBOOKS Order NO 811044

tSON. MAXI LOG ED D Peppertime University, 198L 250pp

Statement of the Problem This study was designed to compare female- sex-stereotyping in selected textbooks published by comport:es with and b)

companies without published ruillines by analyzing stones n readingtextbooks recincimended for use If California schools in grades one twoand three by the State Department 4Education

Protedures Three companies with guidelines-were chosen because ofthe widespread use of their reading textbooks in California. The other tltreecompanies were chosen because the' responded to the researcher s suney ,and did not ha% e guidelines

The textbookistudied were randbmly selected from the two types ofcompanies rreintioned above The stones in these texts w ere anal) zed to

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(1) detenninl if female sex.stereon ping existed in reading materials ingrades one through three, (2) determine if a maionty of the stones show

. one sex in a dominant role (3) ascertain the kind of career roles show n formale" and females. (4) determine the number of career roles depicted formales and females, and (5) determine if females are depicted in traditionalor non - traditional roles The On Square Test of statistics was used todetermine signifimnt difference

The ruidelineshvere analyzed to determine the commonality amongthem. The guidelines-from twelve companies were reyieted Each tune acntenon appeared in more than four of the quid Ines, that cntenon wasrecorded After the recycling of the cntenon, a tabulation was done to seehow many times it was repeated in the guidelines If the cntenon appeared

em nine of the rwehe guidelines, it was considered to be -commonIt was found that guideLnes had similar* in content,) et as a whole

they differed greatly in their form Of the rwelVe guidelines, two were lessthan three pages long and were typed and stapled. The remaining ten wereprinted and assembled a,s manuals or monographs according to the/ definition used for this stud)

It was hypdthesued that there Was not significant difference in thefrequency of sex .stereotyping in primary reading textbooks published by

. !omparues with published guidelines as opposed to similar textbookspublished by companies' without published guidelines

Conclusions_ The following conclusions are drawn in this study '(1) There was a significant difference in the sex-representation of malesand females in the illustrations of the textbooks published by the two rapesof companies However there was no significant difference in the sex-representanon of the two sexes in the prose in the same textbooks(2) There was sniuficant difference in the representation of the sexes in theprose and illustrations between the books published by the two types ofcompanies Males were significantly represented as the dominant charactersby both comparues (3) There was no significant difference presentedbetween the careers for the sexes for the two types of companies in theprose or illustrations. f4) There was no significant difference in the numberof careers depicted for each sex in the illustrations or prose between the twotypes of companies. (5) Finally, there was one non-traditional role depictedfor females This represented 01 percent of the time

The results of this study indicated that the educational publisherssurveyed were aware of the issue of female sex-stereotyping in primaryreading textbooks as well as other mstrucnonal materials Eactipublisherhad at least three criteria that were common to the other publishersHowever. sex-stereotyping was given much more extensive treament insome guidelines than in other guidelines Consequently, publishers vanedin their approach to determining or eliminating female sex-stereotyping

In both study groups, males were almost always shown in the dominantrole The males were usuattly Yen acme, while the females were quiet ornot in an active role. Invanuch as males dominated the stones as maincharacters, it would seem logical to conclude that, whether the publishersotid or did not have guidelines to eliminate sex-stereotyping, they regardeddbles and their activities far more important and interesnng to children

V than were females and that activities.

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RESPONSES OF YOUNG CHILDREN AND ADULTS TO BONSWITH A LESSON' Order No. 8115046

UFFMAN, RkeztaA Er-dawns Pa-D. University of Annnesotair1981. *APP.

The purpose of this study was to investigate tliknature of responsesyoung children and adults who work with children make to books with alesson. The study was designed to analyze and compare types of responses.made by children and adults ana to explore the passibility for developing adassificanon system to study responses of young children to books with amessage

A total of 116 first grade childreciZsd groups and 40 adults respondedto two realistic and two make-believe books vmtten for yountchildren.Each story contained a lesson either implied or stated. Children respondedto two multiple choice question desiped.speafically for each book andthree open-ended miestions which were the same for each book. Stoneswere read to the children 4; a rotanng order over a four week time period.Responses were elicited through individual tape-recorded interviews witpeach child. The adult population read the four books on an individual basisin one sitting and responded to a written questionnaire for each book_Multiple choice questions used with adults wag the same as those usedwith children. Comparable but not identical open-ended questions wereused with both groups.

The findings indicated that both children and adults can identify alesson in a story with adults more likely to do so than children. Childrenidentified lessons more frecmi;ntly th make-believe stones with personifiedaiumals tan in realistic stones while adults identified lessons with aboutequal frequency in both realistic and make-believe stones. Children ,responded frequently by retelling incidents from a story and had diffieultyidentifymg literary elements. Adults Identified literary elements whendetailing ments of a book but named lessons rather than hterary elementsas a reason for using a book_ Children did not appear to understand themeaning of the term "character" or the role of a character within a story.Responses to lessons were either story specific and cogastent with-plotorwere centralized to lessons which could be applicable to many books. Bothchildren and adults made more responses to story specific lessons than togeneralized lessons. A greater percentage of adults than children citedgeneralized lessons. Responses by children to lessons were cl2aractensticallyshort. succinct, specific to story, seldom *elactic, and referred to terms ofsecond person. Adult responses to lesson tended to be more verbal and

--didactic and to incorporate cliches.The nature of the responses allowed for development of a classification e.

scheme to analyse responses in which children explained a lesson. Thescheme was developed with recognition that 59 percent of the childrenidentified a lesson but 41 percent had no knowledge or awareness of alesson. Classification of responses which explained a lesson indicated thatwhile some children responded to a lesson by retelling an uicident orrelating a lesson in terms of a character within a story, the greatestproportion stated a lesson in terms of the way it reined to a readerDevelopment of a rbunfication scheme using responses of young childrenmust be an on-going process with a continual review and refinement ofcategories to consider oharactensocs and limitations of responseS andcategones.

espouses throughcllit the study indicate that children do not considern to be important in beaming or reading a story, which suggests that

spe ding time discussing lessons in a book with children is not as importantas a Its night believe it tee be. Teaching practices and other uses of bookswith children should focus on literary elements, apprecianon, andenjoyment of literature.

A STUDY OF CHANGING CONCEPTIONS OF EQUALITYANDACHIEVEMENT REFLECTED IN NEWBERY AWARDWIIININGBOOKS AND THE RUNNERS-UP DURING THE PERIODBETWEEN THE TWO WORLD WARS 'Order No. 8123185WALLACE, GwetiootyN, Eo.D The University of Tennessee, 1981226pp Major Professor Clinton B Allison

The purpose of this study was to explore the treatment of thesocial values of achievement and equality in the Newbery Award-winning children's books and in the runners-up for that award duringthe conservative 1920s and the liberal 1930s The conceptualframework was derived from Seymour Martin Upset's thesis thatexpressions of these values are the cement of AmericanSOCIety Heshowed that they have been influential throughout Amencan history,

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that they are wongfy snelatsd, and that4hey occur in creativetension, telling occasionely lifo conflict rmally he observed thetaconeervabvç pobtical era wilJ tend to emphasize achievement in its

social and intellectual kfwhile a liberal one will,tend to emphasize

equahty I

The research quetions were designed, first, to explore therelsbonsh.p between the conservatism or liberahsm of each political

era and the relative emphasis on achievement and equality inprestigious children's books, and, second, to show the developing

conceptibns of each value throughout both decadesFyom this comparative ialue analysis of the content of the books

the following conclusions were drawn (1) Upsets observation aboutthe operation of values according t%the dominant pobtics inAmerican lde holds. The eonservatism of the 1920s and the liberalism

of the 1930s. expressed as concern with achievement or eQuality) is

reflected in them. In both-decades, however, the other side is also

represented. (2) The reflections of the dominant pblitics n theconservathe era are more dear-cut than in the liberal ons. (3) The

contrast irjmphesis on the values within and between the decades is

not as strong us theii steady iriteraclive development throughout

both (4) The lilerplay of ihege values with each er with their

'ritheu in the 1920s and 1930s produced a ste.y develoment in

conceptions of each that moved from narrow traditional views to

oader,rrior liberal ones (5) The ,nfluenceof achfevIrnent on

equality has been a stabilizing one that requires people newly

accepted for then' intrinsic worth to demonstrate it by external

achievement (6) The influence of equality on achieverneathas been

a creative one that has expanded Its sçifiere of operation, aTlowed

more people to achieve, and stressed cooperation (7) A secondinfluence of equality on achievement has been to reduce achievement

expectations to somewhat less heroic proportions, manyaccomplishments portrayed are attuned to the occupational needs'ofmodern industrialized society for widely diffused competence as well

as for isadersip talent (8) The fact that an anti-egaIrtananstereotype is softened or eliminated in one book, as in one sector of

society, doe not mean that ii will necessarily be modified in aft later

qnes. (9) Rgardless of changes in definitions of honoredachievements or in the background of achievers, the character traitsrecommendJ for achievement do not change (10) The element ofhterary qually in and of ittf has little effect on the pIseoce orabsence of the values of eqtality and achievement (11) The values of

achievement and equality are remarkably pervasiveThe conclusions indicate that in the period studied the books

honored by the An*rican Library Association were performing a

useful educational function not only as mediators between the child

and society but also as refledtors of important Amnc1ri social vues

A QAS&FICATION OF SELECItD PARABIES ON THE BASIS

OF THEIR UTERARY CHARACTERISTICS Order No. 8113624

Wo.*, SaanxrL Fsx, IL. Pan. The Southern Bapthj Theologica(

Senuntvy,198L 231pp. Qiaiz'rn LAlanOzipepperThe purpose of the disseltaiioa was to explgri the pousiblhry of

fying the parables wording to objective literary raos, The

problem which this ppose addrened was the fact theta system of parableflioe had n been developed which objectively ouped the

p1 rabIes into distinct classes ospabko(yieldlng.xpzerpretive dues.The first chapter introthaced the problem by surveying biiefly three

popular metboth o(psrable e4.ifiiwii00 according to form,nabj er, and mge The purpose was then stared and amethodology for adnevtng the purpose was ouths phenoligical

lyoh was p-iM as the ipethodoifigy whidi would guarankeezinhim oiva The of the dbueraxiop was drom,scrlbed is

keeping with the ed purpose, several literary diaracteristies wordd be,plied to several r prdarive parables than effort to demonstrate the

pfIbthty of daselfying _Tdifl to objective litewy

The sedhipcer weyed and evszstd six of the most widelyaord i&ii o(the psables. ThF set nel work O(A4ClfJÜIIthCend the erparmon o(JübthWs 4vi by Rudolf 1teim wereimnsd end found to be k in two si they neither thvIdedie

psxsblesleto din.r us nor provided Interpredve clues. Thet1l'tioos dC H. Dodd and Jer were nuveyed. BothDodd end Jeremias Mlvhn thecharge of ecceulve mibjectl their

ware bused on their ability to place the perables In thEe

origlesi, ic& seeing within thç w.esge of Jesiar. ft was observed thattheir asuings and iaratto _'"4nt upàe their untierstandinpo(the 'oØcM 1a..4.dJ 0. VIa, Jr. and John Desninic

Cr4sssn were chosen as rept sina'wi ofclassifiers who understand thepasables to be literature. Via'stlafiwi05 was oruicized is that it onlydaenfled eightof the longest parables and that it provided no clues tointerpreters. Crossans ths.ci&on was found to be the most acceptable of

thejix. but since it wit a dfiiqi(&sed upon his interpretations of thepailes, it was not helpful is guiding interpreters. In eath.pf the six uses,the ihterprere?s understanding of the nature and function of parabledete1Ininedthethapeofhc

The third chapter eblisbd a definition of,parable, The 014lestament background and the New Teatsinent ozrrences of parablewere. 3oaiyzed. Metaphor was presented as a model for understanding thenature and function of parable.' Then a definition ofparable was offereda$ the effect of the definition on daiflosnon was discussed.

{he fourth chapter defined ni literary atena fcc classifzosxion. Theriecity ofchoosing objective a'iteria was stressed, and the surfacestnacnire of the parable was isolated as the field is wMdz objective aneriamight be observed. Six a'ceaia fgr classification were established nquiberof main changers. point of view, contrast of types. fr.zsu'ation oferpectazlon. identifiable hierarchies, and narrator intervention,'

The fifth chapter applied these aiteria to a ssmple of eleven parables.The result was th2f ffl'e eJ en parablesparables within each cluster were seen to be similar to each other anddiergent from other parables in the mpIe The ufterpreue clues which.the dusters yielded were discussed and it was concluded that daifzcanonaccording to'hteru'y tharactensu is not only possible, but is a viableoption which should be pursued.

THE EFFECTS OF THE EXTENSIVE AD THE ENSf\tMETHODS OF TEACHING THE JL'NIOR NOVEL ON EIGHTHGRADE SThDE1'ITS' ABILITY TO 1EAI) A MORE' DIFFICULTNOVEL Order No. 811436

Yosr, Wru.ij LL'rHp, P DUrnversir,' 0/South Carolina, 1980 287pp

This invesuganon was designed to tell whether either of two qiethods ofteaching the junior novel would help eiglh grade swdenis read a moredifficult work, a classic novel. The etpenxenta) design used twoerperinnial groupsthe extensive and the intensiveand a control groupThree Leathers in three middle schools within a county school system inSouth Carolina, each taught three sons: an extensive class, an intensivedass, an4 control class, The 186 students enrolled in the nine classes weredivided as follows: seventy-four in the extensive study, Sky-one in theintensive suidy, and sixty-one in the control group.

Before the classroom w.zdy was conducted, twenty-five knowledgeableeducators reonded to a suryey to deterunne which junior novels mightbest be used to help studenp'read a more diffiaih work. Also, therespondents were asked to i4nti4, a classic novel they thc*zijit appropriatefor an eighth grade audience. From thls c.zriiey of over fzfly Junior novels, a

ouee composed o(persorinel from the schOol dissict involved in thestudy and the present wines selected Sounder, The Lighthr the Forer a4 Wrinkle hr Th,reas the three junior novels to be mulled and read is theerteve and the intensive dassec The _ ini.ne also used this Survey ofJunior Novels" to choose The Old Man wadthe See as the more diffictikwart that was to be rend independently by all three groups.

The intensive classes studied each of the three selected junior novels foreight days is a two-week rnan. On week then elapsed before the classesbegan their sçudy of the neat novel While the intensive classçi werestudying thebooks in depth, the extensive classes read tte thilie selectedjunior novels well as other junior novels,

After an ariginal objective rending test on the three junior novels wasgiven to the two experimental groups, copies of The Old Man wad theSeswere distributed to all three groups for their independent reading. All threegroups were then given an original objective test on their reading of the.mart difiork work.

Two tam were used aspieand posueg controls for the experinient.Forms 3 and 4 of 711e Náon Realing Ski lit Test measured the rendingabihties of the students btfore and after the study and aided in validatingthejwo original te A Scale to Measure Aninide Toward Any SchoolSubject" measured the b.ginniv.g and ending attitudes of the stUdentstoward four school subjects: methwnstks, Pnghth. science, end history.

Analysis of Form 3 o(heNdxn Test revealed that the groups werenot equal in their reading abilities. All statistical analyses were, therefore,- .

3The data supported the following conclusions (1) Neitherexperimental group was sitisiintly better than the control group whenthe scores on The Old Mm, and theSes test were competed. (2) Neither theextensive nor the intensive mod proved to be a superior method of

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teaching the jai aOvii ii thee eighli grade main (3) Both ". ,expegimental groups impinved their reading dills mores Opificantly more Athan did the control poop. (4) Both experimental groups showed

' significantly better a:Outdoing/aid E.Ogfish at the end of the study than didthe control poup, illdieltilli that the study of the junior novel had a .4,

..poWve riniuence on students' attitudes toward English as a school subject(5) When the attitudes of the to experimental methods were compared.no sip ificant inference appeared, butthe intensive group ended the studywith a more positive attitude toward English, whereas the extensive groupwas shghtlY less Padova-

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Copies of the dissertations may be obtained by addressingyour request to:

University Microfilms International300 North Zeeb Road__Ann Arbor, Michigan 48106'

or by telephoning (toll-free) 1-800-521-304-

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