"A Report Of Supervised Recreational Reading Program." by Mildred Sanders Hillyer
 

Teacher Education, Educational Leadership & Policy ETDs

Publication Date

8-1-1968

Abstract

In order to ascertain the breadth of knowledge children have of children's literature and mythology, Legant designed a pre and posttest for these two areas. Forty-two students of two fifth grade classes at Sierra Vista Elementary School, Grants, New Mexico, were used for this study. The purpose of this study was to (1) report student knowledge of Greek, Roman, and Norse mythology and children's literature as measured by Legant's tests; (2) to report student achievement measured by the Iowa Tests of Basic Skills, Reading Comprehension, (reading); (3) to compare student gains indicated on the two forms of these tests to the number and categories of library books which the pupils read and recorded in their own "My Reading Design"; and, (4) to analyze the preceding variables across sex and ethnic groups (Spanish, Anglo, and Indian).

This study was limited primarily by the fact that it was conducted in two classes in a mining community of New Mexico. A second limitation was the instruments employed. The validity of standardized tests for these groups· may be questionable. Furthermore, the amount of the children’s understanding may be a function of the number of reading materials available at the child's interest and reading level.

A brief summary o:f the pertinent work was given in the following areas: (1) the values of teaching literature to children, (2) the need for improved elementary school libraries, (3) research studies of factors affecting children's choice of books, and (4) language deficiencies of children for whom English is a second language.

Descriptions of the three tests and "My Reading Design" were included as well as the procedures used during the study. Analysis of the data for the forty-two students showed there was no significant difference by sex or ethnic group on student understanding of children's literature or on achievement on the three tests. The highest significant difference was for the reading test to the number of books read and categories of books while there was no significant difference for literature to categories of books.

Similarity of the scores on this study may be the result of one or more of the following suppositions: (1) availability of a wealth of reading materials on the student's reading and interest level; (2) high motivation and personal interest in the study; (3) the Anglo students were educationally retarded and thus were not performing at their capacity.

Document Type

Thesis

Language

English

Degree Name

Elementary Education

Level of Degree

Masters

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Miles Vernon Zintz

Second Committee Member

David Wayne Darling

Third Committee Member

Leon E. Williamson

Fourth Committee Member

James Gordon Cooper

Comments

The UNMUL recognizes that due to its historical nature, this item may have content that is biased, harmful, and oppressive.

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