This study was designed to determine degree to which self concept and reading readiness of kindergarten children might be affected through a bibliotherapeutic intervention program. The procedure employed oral reading of selections by the teacher, retelling of stories by children, discussion questions, and follow-up activities.The population consisted of ten kindergarten sections (six experimental and four comparison) in four elementary schools within Harrison District #2, Colorado Springs, Colorado.Assessment instruments included scales from the Stanford Early School Achievement Test,, and three subcategories and total self concept measures from the I Feel . . . Me Feel: Self Concept Appraisal.The procedures followed by classroom teachers who used the bibliotherapy program during a four-month experimental period were explicitly described in a handbook provided.A one-way multivariate analysis of variance (MANOVA) tested the null hypotheses of no significant differences between bibliotherapy and comparison groups on measures of (1) self concept and (2) readiness. Univariate F statistics revealed that factors contributing to the significant F included three measures of self concept--Self, Others, Surrounding--and one reading readiness measure--Word Reading.The hypothesis of correlation between self concept employed a one-tailed t statistic. Statistically significant correlations were evidenced between self concept total and two readiness subtests--Math and Environment.Findings included:1. Significant differences for all three self concept measures favoring the bibliotherapy group.2. Statistically significant differences between the bibliotherapy and comparison groups for one of the two reading readiness measures with no significant difference for general areas of readiness.No statistically significant correlations between self concept and reading readiness measures; statistically significant correlations for two areas of general readiness.Among the population studies, it was concluded that bibliotherapy appeared to have a favorable impact on pupil perceptions and achievement. Use of bibliotherapy by teachers was recommended as well as further research to establish potential effectiveness.
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/179927 |
| Date | 03 June 2011 |
| Creators | Ray, Robert Douglas |
| Contributors | Lumpkin, Donavon D. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | vi, 102, [95] leaves : ill. ; 28 cm. |
| Source | Virtual Press |
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