"The purpose of this paper is to develop a list of printed books in the fields of fiction and biography suitable for use with blind, deaf or crippled children. The books are presented in an annotated bibliography arranged in order of readability. An attempt was made to recommend all available books for grades one to six which met the criteria established"--Introduction. / Typescript. / "June, 1952." / "Submitted to the Graduate Council of Florida State university in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Advisor: Sara Krentzman Srygley, Professor Directing Paper. / Includes bibliographical references (leaves 30-32).

The purpose of this study has been to determine prevalent images of Native American female protagonists in Children's Literature from 1928-88, and to note trends in images during the past 60 years. A content analysis of 60 picture books and chapter books has been completed and presented in a descriptive and interpretative format. The most prevalent image of Native American female protagonists in children's literature is a traditional one. This image is consistent throughout the literature from 1928-88, and appears to be represented by both Native American and non-Native American authors and illustrators. Traditional-transitional images appeared between 1957 and 1967, while contemporary images first appeared in the 1970s. In general, the Native American female protagonists in this population of books are presented as strong and positive characters expressing a wide range of emotions. They are named, identified by tribe, and depicted as having multiple skills and interests. They are active and most often appear in rural and outdoor settings within the context of the extended family. Many protagonists are of Southwestern heritage, often depicted as Navajo or Pueblo girls of ages 4-13. Although female protagonists in this population of books are generally characterized as strong and positive, there are still too few books representing strong female Native American images in the whole of children's literature. This research confirms previous findings that Native American male protagonists outnumber female protagonists approximately 10 to 1. Native American authors and illustrators have created approximately one-third of the books in this population. There are 19 Native American authors and 21 Native American illustrators. The earliest books were published by large press; Native press has increased publication since 1975. This research confirms the need for more books featuring Native American female protagonists; more books depicting protagonists from diverse tribal backgrounds, in contemporary settings, urban environments and literate contexts; more books building on the oral tradition and legends of the Southwestern tribes; more involvement of Native American authors, illustrators and publishers in children's literature; and more mentoring of Native American developing authors.

The purpose of this study was to determine if a correlation existed between the selection of recreational nonfiction books from a school library media center by elementary school students in grades four through six and the measured interest, as generated by the Student Interest Inventory, of the students. Data for this study was collected during the period September, 1982 and April, 1983 at Sunnyside Elementary School, North Clackamas School District Number 12, Clackamas, Oregon. The raw data for the measured interest and recreational nonfiction books checked out were arranged by Dewey Decimal Classification tens. By using the Pearson product-moment correlation formula a significant coefficient was found and it was concluded that a correlation did exist between measured interest and nonfiction recreational books actually checked out of the library media center.

The purpose of this study was to determine the preferences of two racial and two socio-economic groups for selected aspects of class-oriented reading materials. This was accomplished by checking each subject's visual perception of pictorial representations typical of both the lower-class and the middle-class, and by checking his preferences of story themes typical of both the middle and lower-classes.

This study measured the effects of reading aloud informational books to fourth and sixth grade students in the inner city.

This study has five chapters, organized in the following manner: (1) Chapter I contains the introduction, statement of the problem, purpose of the study, questions, significance of the study, and definition of terms; (2) Chapter II is a review of the literature; (3) Chapter III is a description of subjects and tests and procedures for treating the data; (4) Chapter IV contains the statistical technique of the analysis and the findings related to the questions, and (5) Chapter V consists of the summary, findings, conclusions, and recommendations. The problem of the study was to explore the relationship between curiosity and print awareness among four-year-old children. Subjects participating in the study were 71 four-year-old children from six licensed child care and preschool settings located in different geographical sections of a north central Texas city. The study included thirty-four girls and thirty-seven boys. Instruments used to collect the data were Kreitler, Zigler, and Kreitler's battery of curiosity tasks and Goodman's Signs of the Environment and Book Handling Knowledge tasks. Canonical I correlation analyses do not yield a significant relationship between variables of curiosity and print awareness. An alternate Pearson Product Moment correlation yielded some specific pairwise correlations between certain curiosity variables and print awareness. Results, although not statistically significant, were used as trend indicators to identify areas worthy of further investigation. On the basis of the findings, it was concluded that the possibility of a degree of correlation between specific curiosity variables and levels of print awareness suggests the need for further research in this area. In the print awareness tasks, it was concluded that the more context available to children the greater their ability to respond appropriately to print. Knowledge of print in the environment was more advanced than knowledge of print in books for some of the children in the study.

Thesis (M.Ed.) -- University of Limpopo, 2018 / This study investigated barriers to the reading of English texts in the rural schools of the Rakwadu Circuit in Mopani District, Limpopo Province. This problem is not only in the said Circuit, it is a world-wide challenge. The research was undertaken in three public secondary schools, with focus on the Grade 9 learners of the said Circuit. Data were collected through audio-taped interviews and observation of learners while reading prescribed texts. It was found that most educators and learners agree that there are barriers to the reading of English texts. The following factors were identified as barriers, namely: lack of libraries, non-parental involvement and insufficient learner-support materials, as well as lack of guided reading books. The study recommends that governmental officials should consider building libraries even in the rural schools and communities. The schools should have a parental involvement policy in which parents are encouraged to take part in the education of their children. The Department of Education should provide sufficient learner-support materials in schools to enhance learners’ reading ability. Educators are to be provided with guided reading materials that will enable them to implement Guided Reading approach. Curriculum advisors should train teachers on how to teach reading.

Abstract is not available. / vii, 165 leaves ; 28 cm.

The purpose of this study was to examine the effect of reading aloud nonfiction science trade books on the attitudes toward science and the book selection habits of students in the elementary classroom. Gender differences among attitude and book selection were also explored.The school district chosen as the site for the research was located in a small Midwestern town with a population of about 32,000. The community consisted of people with diverse socioeconomic status and cultural backgrounds. Four teachers and 73 third grade students participated in the study. Complete data was available for 60 students.The four classrooms were randomly divided into two groups, those listening to science nonfiction trade books for twenty minutes each day for six weeks and those listening to nonscience books for twenty minutes each day for six weeks. An attitudinal survey was administered at the beginning and the end of the study. The percentage of science books versus other types of books was monitored for the six week period.The analysis of data revealed that students who were read the science nonfiction books chose a greater percentage of science books when checking out books from the library than did the students who were read nonscience books. There was no difference in the percentage of books selected by girls compared with those selected by boys. Results also showed a very slight increase in positive attitude toward science as a result of listening to science books during read-aloud sessions. There was no significant difference in the attitudes of the girls compared to the boys who were read science books. / Department of Elementary Education

No description available.