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LIerature, Literary Values, and the Teaching ofLiterature: abstracts of Doctoral DissertationsPublished in "Dissertation Abstracts International,"August and September 1978 (Vol. 39 Nos. 2 and 3),ERIC Clearinghouse on Reading and CommunicationSkills, Urbana, Ill.7813p.

MF-S0.83 HC-S1.67 Plus Postage.Adolescents; Annotated Bibliographies; BlackLiterature; Childrens Literature; *Doctoral Theses;Drama; Elementary Secondary Education; HigherEducation; Illustrations; Initial Teaching Alphabet;Interdisciplinary Approach; *Literature; *LiteratureAppreciation; Metaphors; Minority Groups; Poetry;*Reading Instruction; Reading Interests; RecreationalReading; Story Telling; Teacher Education; Values

This collection of abstracts is part of a continuingseries providing information on recent doctoral dissertations. The 16titles deal with the following topics: adolescent reading preferencesfor type of theme and sex cf protagonist; empirical studies inresponse to literature; bibliographic control of American literaturefrom 1920 to 1975; the depiction of American Indians in recentchildren's literature; images of women in the leisure reading choicesof young people; instruments for assessing children's readinginterests; Philip Larkin's poetry; an English literature survey;training teacher assistants to use Black literature for children;storytelling; an interdisciplinary curriculum design; Appalachianliterature; children's response to metaphor in poetry; primarypupils' book handling skills and storytelling abilities; the initialteaching alphabet; and children's responses tc three styles of artused tc illustrate fairy tales. (FL)

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THIS DOCUMENT ..AS SEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTNE PERSON OR OPGAN,ZATioN ORIGIN-ATING IT POINTS OF VIEW OR OPINIONSSTATED 00 NOT NECESSARILY REPOSESENT occ,EIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

Literature, Literary Values, and the Teaching of Literature:

Abstracts of Doctoral Dissertations Published in DissertationAbstracts International, August and September 1978 (Vol. 39Nos. 2 and 3)

Compiled by the staff of the

ERIC Clearinghouse on Reading and Communication Skills

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The dissertation titles contained here are publishedwith permission of the University Microfilms International,publishers of Dissertation Abstracts International(copyright C)1978 by University Microfilms International),and may not be reproduced without their prior permission.

3

This bibliography has been compiled as part of a continuing series designedto make information on relevant dissertations available to users of the ERICsystem. Monthly issues of Dissertation Abstracts International are reviewedin order to compile abstracts of dissertations on related topics, which thusbecome accessible in searches of the ERIC data base. Ordering information forthe dissertations themselves is included at the end of the bibliography.

Abstracts of the following dissertations are included in this collection:

Beyarc-Tyler, KarenADOLESCENT READING PREFERENCES FOR TYPE OFTHEME AND SEX OF PROTAGONIST

Bille, Finn

LITERARY EXPERIENCE: A THEORETICALEXAMINATION OF EMPIRICAL STUDIES INRESPONSE TO LITERATURE

Brenni, Vito JosephTHE BIBLIOGRAPHIC CONTROL OF AMERICANLITERATURE 1920-1975

Brown, Richard WilliamCHARACTERISTICS AND CONCEPTS OFAMERICAN INDIANS IN CHILDREN'c FICTIONALLITERATURE PUBLISHED BETWEEN 1963 and 1973

Hearn, Pamela HindmanIMAGES OF WOMEN IN THE LEISURE READINGCHOICES OF YOUNG PEOPLE

Joels, Agnes Rose WebbASSESSING CHILDREN'S READING INTERESTS: A

METHODOLOGICAL STUDY OF THE RELIABILITY ANDCOMPARABILITY OF INSTRUMENTS WITH DIFFERINGRESPONSE FORMATS

Kelly, Philip HoganPHILIP LARKIN'S POETRY: AN ANALYSTS ANDA CURRICULUM

Kunkel, Glenn EverettA RATIONALE AND COURSE DESIGN FOR THEENGLISH LITERATURE SURVEY: BEOWULF TO THE

MID-EIGHTEENTH CENTURY

1.1

Lanier, Patricia RayA MODULE TO TRAIN TEACHER ASSISTANTS TOUSE BLACK LITERATURE FOR CHILDREN

Levitt, AndrewSTORYTELLING AMONG SCHOOLCHILDREN: A

FOLKLORISTIC INTERPRETATION

Mutchler, Bessie IoneTWENTIETH CENTURY AMERICAN PAINTINGCOORDINATED WITH THE STUDY OF POETRY ANDDRAMA: AN INNOVATIVE CURRICULUM FOR THE

SECONDARY SCHOOL LEVEL

Plumley, William CrawfordA WORKING MODEL FOR A COURSE IN APPALACHIANLITERATURE FOR STUDENTS IN HIGH SCHOOL ORTHE FIRST TWO YEARS OF COLLEGE

Redmond, Sister AnnCHILDREN'S RESPONSE TO METAPHOR IN POETRY

Roy, Peggy AndersonA DETERMINATION OF SELECTED PRIMARY PUPILS'BOOK HANDLING SKILLS AND ABILITY TO TELL ASEQUENTIAL STORY USING PICTURES IN STORY-BOOK FORM

Schoolfield, Walter RoyA STUDY TO INVESTIGATE POSSIBLE SUPERIORLONG-LASTING EFFECTS OF THE INITIAL TEACH-ING ALPHABET AS THE INITIAL ENTRY APPROACHTO READING INSTRUCTION

Storey, Denise CarolA STUDY OF FIFTH GRADER:I' VERBAL RESPONSESTO SELECTED ILLUSTRATIONS IN CHILDREN'SBOOKS BEFORE AND AFTER A GUIDED STUDY OFTHREE STYLES OF ART USED TO ILLUSTRATEFAIRY TALES

ADOL..ESCENT READ[NG PREFERENCFS FOR TYPE OFTHEME AND SEX OF PROTAGON1Sr Order No. 7815227

BEYARD-TYLER, Karen, Ph D Al trona State University,1978 92pp

The present research consisted of a study of adolescentpreferences for type of theme in reading materials and a sec-ond, ',vat ate study of preferences for sex of piotagonist Thetheme preference study was designed to determine vhetheradolescents prefer stories with positrve, problem- solutionthemes or stories with no- solution, 01 negative, themes. Thesex preference study was designed to determine whether ado-lescents prefer stories with female protagonists or storieswith male protagonist s Preferences associated with sex ofsubject and grade level (Grades 7, 9, and 11) were also investi-gated. Analyses were conducted to determine whether prefer-ences of subjects designated by teachers .is beet readers dif-fered from those of other adolescents

The 576 subjects in the theme prefer erice study were bal-anced by sex and grade level (96 males and 96 females pergrade) across two school districts Materials for assessingpreferences were developed using story sYnopses ad-tpted frompopular adolescent novels On each of four items, subjectschose between two alternate synopsis endings. one representa-tive of a positryt theme and one 'err es ntatiye of a negativetheme.

Subjects showed strong preferences (p < 001) for positivesynopsis endings over negative endings A 3 x 2 x 2 analysis ofvariance revealed no si4nificarit effects for grade leyel, sex.or school district The preferences of best readers were simi-lar to those of all other readers

The 576 subjects in the sex pi efercm c study were also bal-anced by sex and grade level across the same two heel dis-tricts. Materials consisted of two pairs of story i,eopsesOne synopsis in each parr had a female protagonist and one hada male protagonist Thus, subjects y.cre as'sed tot house thepreferred synopsis from a pair which varied only on sex of pro-tagonist

Among all subjects. tit( 1 is no nrlificant dific,rence inpreference for synopses with rn Ile pro! igunists or ynopscswith female protagonists However, a 3 x 2 x 2 analysis of vari-ance revealed significant effects related to sex of reader, gradelevel, and school district rhe significant effect for sex (p <0001) reflected a strong overall preference for s-trne-sex char-acters male subjects prefer red male protagonists .end femalesubjects preferred female protagonists However preferencefor female pr otagonist s cc rc ised favor ir %fitly u ,,st all sub-jects as gr increl.ed, a rh rrr`y rales Al.! milesshowing a declining preference for s.,nopses with tem de pro-tagonists

The results Indic:it,. several lector: that should be consid-ered in preparing reacting oraterials for adrdcsceotc Storiesin which adolescents are cuccessful mg problems lielikely to have greater appeal th ci orres in which ,,Cb:ICSCentSfall. while stories with male pr,t 0,111%N. ,ire lik.1, to in-crease in appeal amorg tu.th sex, s ule it ,f1 loci e.isesit seems appror rite ,n prep 1.ng readour mate:, Is to lc-cornmodate the pr ecre, of Adclle'ye for po-rriye themesbut for socialication pa rpose, it <..ef ms lies dosir ihle toaccomm,d-tte declininy: preferences for f, In de plot igrmr ClThe latter prefererres nil/ he 1,1 it eft to t radii ex-role entectAtionc It I, p:sible that tories 'aril. u r pandthe varlet) of roles for both s;,,s n r, i.sIst rr, h ,Lm:: down

sex-role standards th ire nor-functional uul en ,:1-desirable

LITERARY E:XPE:RIENCE A 'THEORETICAL EXAMINATIONOF EMPIRICAL S.. ULIES IN Re:SPONSE. TO LITERATURE

Order No 7813489

BIL.LE, Finn, Ph D Georgia State University College of Artsand Sciences, 1978 334pp

The purpose of this dissertation Is to discover empiricallysupported generalizations concerning the literary experienceand their relations to literary theory and criticism To accom-plish this, the place of literary experience in established liter-ary theory is defined, and empirical studies in response to lit-erature al e examined These studies include descriptive ratherthan didactic research and exclude physiological, psychoanalyt-ical, and linguistic studies as well as studies of children's re-sponses Dealing pi warily with complete texts and complexresponses, the included studies range from early efforts suchas 1 A Richards' Practical Criticism of 1929 to studies of the1960 s and the early 1970 s, including the work of Gunnar Hans-son Placed within the ftamewotl. of literary and psychologicaltheory, the studies are treated in groups of general studies andstudies dealing with perception and cognition of literature, im-agery, textual variables in reader response, sequential patternsof literary experien.es, individual differences of readers, andextra-textual influences These studies are described, analyzed,and evaluated from a literary point of %icy+ with special attentionto their literary assumptions and Implications, experimental de-sign, and techniques such as introspection, Semantic Differentialscales, and content analysis The most important invalidatingfaults of these studies are prescriptive biases and inadequateattention to theory, experimental design, and to earlier re-search. Because of these problems, the results do not allowconfident inferences about the psychological experience of lit-erature. However, they do show that statements of literarycriticism implicating the reader's response may be supportedor falsified by empirical evidence These results also allowthe formulation of the general hypotheses of Idiosyncrasy ofliterary experience, of Congruence between elements of theexperience, of Cognitive Styles of readers, and of the reader'stypical Sequential Exploration of his experience Intensified in-terdisciplinary research and international cooperation are rec-ommended to test these and other hypotheses Finally, implica-tions for an experiential literary criticism are sketched.

THE BIBLIOGRAPHIC CONTIt01 DI A'.11 111C1,14 t TTERA-TIME 1920 -1975 Order Zr, 7815100

1M1 EN:NI, Vito Joseph, l'h 1,11chi.tin State 111.er sax., 1978213pp

1 he esq.ly tt aces the growth and development of the biblio-C111Phic control of American belles-lettres from 1`.70 through197", As such. it examine:. (ht. 1113111 1111)110Gr3C:11C studieswhich list ;Ind 'or describe the ravels, short tot 1,:, pm:MS,and plays The bild.ographic s.tudre ., which consist of bibliog-riptiree, horloyi aph.c essay's, collectIon,,m,c1 anthologies,identify a 11 e it many s-lettrcs till,. published in theUnited Statr s hetwePrr the 17th ct ntur, 11,T rpigh to ray ly yearsof the 197,1

The drssertation 1s Melded Into e 1920-1939,1940-59, and n80-1975 The I. lisso,r in each period beginswith national blbiu,rl aplues in litho:), poetry, and drama andcontinues with triblimeraphir studies on the regional, state, andlocal level 11,hliogiphiec of humor and author bibliographic!'follow in that order

The well-known comprehensive bibliographies in Americanliterature, namely, those in the Cambridge History of AmericanLiterature, the bibitogi aphy volurof s of the Literary History ofthe United States, and the Hiblio5raphy of American Literature(1054-to date) are landmarks in the annals of American bibliog-raphy The bibliographies of fiction by Lyle Wright andR. Glenn Wright are also outstanding achievements TheBrown University Dictionary Catalog of American Poetry andPlays (13 vols 1972), Arthur H. Qutnn's lists of plays in hishistories of American drama (1923, 1927, and revisions), andthe Chdord Companion to American Literature (1941 and revi-sions) are other noteworthy titles that go far in preserving theidentity of the American literary imagination

The four major regions of the country hate done some got,dbibliographic work Jay El Hubbell's The S'.icth in AmericanLiterature 1607-1900 (1951), Mabel Nlajor and Thomas Peal ce'sSouthwest Herithee (3d id 1972), and John S Hartin's disser-iation 'The Southeastera United States lathe Novel through 1950"',University of Nlichigan, 1957) are valuable for bibliographicinformation and l'or literary thstoi v

Many statec ilae de., I died thin liter ature in bibliographiesand biblioe;raphic essay, Kentucky, North Cat (than, Iowa, Indi-ana, Missouri, Califoi ma, Ohio, Mirtiii,:an, and Maryland areamong the states atuc h h.c.e dime sognitv_int bibliographic workTo cite Richard Failta'b Authors and Then Books 1916-1916, Donald Thompson's supplomentaiy toluene (1974), Wil-liam S Po N I it lion 1734-1957 (1958),John T Ft edo: essa,s fit Dalimpstst ou lawa fiction, antiWilliam Coyle's Ohio Autt,,,i s and 'then l'aioks (1962) would beto give only a kw of the 11,11y U.S.1.21 title, Ica students whoare studving the literature of individual states State literarycollections arc important sources fo: titles, authors, and bio-graphical sketches Thest, onipiled in II cat numbersby poetry sex fitful s late! estcd in the cul-tural life of their iespectitt stance

A very Ili ge part of the bibliojraplin. control In Americanliterature is contained in author hililiniiraphies Thet appearedin periodicals, bi aim -s sepal ate hooiss Most of thewell -known authors costa great many of the minor tt rit,.rs havebeen covered by Inhlto,:raphies that aim to he complete or verynearly so Isihli,,grapne, '.1:f Tho nas I- Cu! r lei ,Donald C %I. :lite, Doi It Russo, and Mat-thew J Bruccol: hat e been :,mocg the most dili2,ent compilersof author bibliographies

The fourth chapter rev .vs some of the major efforts toachieve bibliographic control for American belles-lettres andmakes several sug,zestions for more aad better bibliographies

The essay is followed by tin oc appendices, each one listingall the in On flirt r p: i Wloil addint manyothPr till , h II '. :^ 1 r t .1 ..! I t_.0.11.(ll

Ti.e .1)I,,,1 1.: .:1 r-::1sources f,,r the till( 1i1,1 .1 ,h',1 11 rA, of rdart t (tidings

CHARACTERISTICS AND CCNCEPTS OF AMERICAN INDI-ANS IN CHILDREN'S FICTIONAL LITERATURE PUBLISHEDBETWEEN 1963 AND 1973 Order No 7812259

BROWN, Richard William rd.!) Temple University. 1978I44pp

Statement of the Problem

It was the purpose c this study to analv7e the charactenstics and concepts of the American Indian as portrayed in chil-dren's fictional literature published between 1963 and 1073

Procedures

Two coders and the investigator each read all of the chil-dren's books selected and analyzed them through the employ-ment of the Katz and Braly List of Verbal Stereotypes and amodification of the Berelson and Salter Technique The Katzand Braly List consists of eighty-four terms which are de-signed to determine the existence of stereotypes of ethnicgroups and individuals The two coders who asststed in thisinvestigation I) were experienced elementary school teachers,2) were non-Indian. and 3) had utilized children's trade booksin their classroom instruction.

The coders were provided orientation sessions to apprisethem of their purpose and place in the study. Throughout theduration of the investigation, sessions were conducted for thepurpose of exchanging books, responding to questions andlistening to comments. The purpose for their assistance inthe study was explained to the coders, but the purpose for thestudy was not explained.

Books used in the investigation were randomly selected.Twenty books were analyzed in this study.

Two units of analysis were employed. Major and minorcharacters in the books were treated in the first unit, consist-ing of two sections. The first section consists of the coding ofseven characteristics of each character, the second sectionutilizes the Katz and Braly List of Verbal Stereotypes. Theseven characteristics follow a) role-in-the-story, b) physicaltraits, c) status position, d) social origin, e) personalitytraits, f) goals, g) plus-minus position. Coders were providedspace on the first unit to indicate Katz and Braly stereotypeswhich they felt appropriately described the characters beinganalyzed.

Analysis of concepts in the stories was the major purposeof the second unit Coders categorized concepts as being 9m -plicit" or `explicit" The coders' descriptions were basedupon the plot of the story The statements of concepts found inthe stories were documented when 'explicit", but were notwhen 'implicit"

Totals of responses were transferred to Master TallySheets which were used to provide a clearer picture of the re-sults From these sheets were designed more specific chartsand from these charts a summary, findings, conclusions andrecommendations were developed

Conclusions

I) American Indians in children's literature published be-tween 1963 an.' 1973 are generally depictea very positively andin a dignified fashion. Although stereotypes remain, the mostpredominant ones are complimentary in nature 2) Authorsand publishing companies since 1963 have provided the publicwith an abundance of excellent noteworthy children's fictionalliterature about American Indians.

IMAGES OF wOMN IN 'nu LE 'SIMI READING CHOICESOF YOUNG PEOPLE Order No 7813548

HEARN, Pamela Hindman, Ph D Southern Illinois Universityat Carbondale, 1978 133pp Major Profese:ors Dr Harry CMiller and Dr Jewell A Friend

In recent years the lite! ature preferred by secondary andcollege students has become more realistic, and formerly taboosubjects such as death, insanity, out-of-wedlock pregnancy,abortion, and the drug culture are discussed openly and withcandor But how much change has there heen in traditional sexrole stereotyping' Are heroines still identified mainly throughrelationship% wit., ma...e!e" Do they think ).,s1) about preparing for their futures' If they break society's rules, howare they punished" Are the heroes stereotypically defined Interms of physical strength and/or athletic ability? Are theyexpected, Just because they are males, to be more serious stu-dents than females' What images of men and women do young

readers absorb from their literature, and how might the as-sumptions inherent in the literature influence the young read-ers' sell-image and future aspirations-) This study attemptsto answer these and related questions, focusing on sex rolestereotyping in general and on the images of women in particular.

The twenty-six books analyzed here were selected on thebasis of seven recent studies (1973-77) of what young peopleare choosing for their leisure reading In addition to thesetwenty-six books, which include Love Story., The OutsidersThe Catcher in the Rye, Slaughter-House Five My Darling,My Hamburger, and One Flew Over the Ci.ckou's Nest, manyother selections are included in the discussion whenever theyare relevant

The selected books are approached thematically. chapterone deals with quests, chapter two with crises, chapter threewith alienation, and chapter four with mai riage

Some of the impressions which emerge (ruin this study arethat male protagonists and narrators dominate the literatureand that male characters enjoy greatei freedom of mobilitythan do female characters, that female readers will find fewmodels to follow in any kind of search for identity, that femalecrises tend to be limited to insanity, unwanted pregnancy, andabortion, that females are almost never portrayed as alienatedindividuals, that the novels dealing with young people who marryoffer few new models for life style or sex roles, that generally,mothers are less sympathetically portrayed than fathers, andthat though some popular authors such as Kurt Vonnegut, Jr.satirize sex stereotyping, others such as Ken Kesey presentconflict in terMs of a sexual battle between castrating womenand men who must discover their strength in terms of sexuality.

This study concludes that classroom teachers should iden-tify the books their students are actually reading, read themcarefully, and then assign or recommend selections which chal-lenge the standard stereotypical characters and situations

ASSESSING CHILDREN'S READING INTERESTS A METH-ODOLOGICAL STUDY OF THE RELIABILITY AND COM-PARABILITY OF INSTRUMENTS WITH DIFFERING RE-SPONSE FORMATS Order No 7813909

JOELS, Agnes Rose Webb, Ph.D. The University of Arizona,1978. 123pp. Director Wilbur S. Ames

The purpose nf the study was to investigate four instrumentsused in assessing children's reading interests The reliability,Comparability, and time requirement of each instrument wereexamined.

Stimuli on the instruments were items selected from a com-mon fictiUous annotated titles inventory The inventory con-sisted of six titles representing cash of six interest categoriesThe instruments employed differing response formats of pairedcomparison, multiple rank order, single rank order, and scale.

Parallel forms of each instrument were developed Cnmbs-nations of parallel forms were administered and provided datarelative to the parallel-form reliability, internal consistency.and time requirement nf each nf the four instruments Combi-nations of differing response formats were administered andprovided data relative to the comparability nf the instruments

Analysis of the data was based nn the responses of 1200fifth-grade students enrnlled in NIX public schnnl districts lo-cated in four southeastern states. Each nf the parallel-fnrm nralternate format combinations was administered to 120 students

Findings

1. The estimates of parallel-form reliability and internalconsistency were hnth highest for the scale response frirtnatand were both lowest for the single rank ,rcier Differenceswere nnt, Lowevss, tatistically signsfici,st. The levels of re-liability were cnnsidered accept ible in assessing affective fac-

tors. 2. Data yielded by paired comparison, multiple rank or-der, and single rang order .nstrunients are more comparableto each other than to data yielded by the scale response format,However, all response formats appeared to be measuring muchof the same factor. The comparability data were not able to betested for significance because certain stated assumptions couldnot be met. 3. Administration time for paired comparisonswas longest while administration time for single rank orderwas shortest. All time differences were statistically signifi-cant with the exception of the comparison between multiple rankeider and scale response formats.

Conclusions

In the assessment of children's reading interests/prefer-ences, 1. There are several equally reliable response formatsasallable. 2. Different response formats do not necessarilyyield equally comparable results. 3. Different response for-nuts vary in adnitntstration time.

implications

The choice of a response format should be based on the re-search goals and theoretical and practical considerations. Datayielded by paired comparison, multiple rank order, and singlerank order Are ipsative and can only be used for intraindividualcomparisons Preferences are assessed by these formats, atgenuine interest is not necessarily shown by the responses.Practical considerations limit the expansion of paired compari-son and single rank order response formats to include a widerrange of categories and/or number of titles.

Scale response format yields normative data and may beused for intr:undividual and interindividuai comparisons. Thescale reveals an interest intensity not shown oil the Other in-struments. For most students scale response format will ade-quately assess preferences and Interests over a large numberof stimuli. However, if students restrict responses to a narrowrange on the scale, multiple rank order response format wouldbe a more suitable alternative for determining reading prefer-ences

PHILIP LARKIN'S POETRY AN AN 1 YSLS ANT) ACURRICULUM Ordsr No 7812159

KELLY, Philip Morin, n A Ca rner Inn Ifni% city,1977 207pp

Although critic s c,n act laim Philip 1.ar; :n one ofthe best poet,: in F:ni:land todi) iesixeises to his work, t angewidely 1 ht. diver -core nf uitxal opinion may lead one to mis-perceive the personae that emei ge ut 1.111m's wails, My thesisis that each of the 1ime. of L.til 111.4 IXIVtrY creates a dis-tinct persona eiffci ent from each of the other pci4onle

To chat artc.i sr pet mm ie, I rci, int each poem as abrief drain 'tic scene ((men isod of the sptal.cr, an audience,and a stimulus. In using such an approach i was not concernedwith the poet's personal sell. Ceratnly there is potential forverifying the connection between the speaker and Larkin. Suchpoints of connection have some value in biographical studies.But such was not my concern. Rather my concern was withcharacterizing the persona that emerges in each of Larkin'stour volumes,

Each poem has a persona; I would suegest that each volumeinsofar as it is a structured composition also develops a per-sona, The persona is the cumulative effect of all the poemsin a volume Larkin's output cnnsists of four volumes, In ana-lyzing these four volumes, I reward the persona that developsin each as distinct from and Independent of the other threeThere are some threads of common traits that they all share,but rather than thinking of the Larkin persona 33 one speakerwho simply shows us a different quarter profile in each volume,I regard each persona as different from the other.

hi The North Ship (1945), the dominant impression of thepersona that emerges through the poems is that of a generallyunhappy person, one quite consciot of himself as a poet iso-lated from the world. On reading the volume one has the im-pression of watching a stereotypical poet at work, He drawsattentioe to his role by relying on poeticisms The reliance ona common stock of poetic expressions often results in thespeaker addressing unpeopled landscapes and i espunding tonebulous stimuli. The Less Deceived (1955), huwevel pre-sents a more specifically lie t n c (1 persona responding to con-crete stimuli The speaker here Is more often than not a young,unmarried man, clearly and often painfully aware of the nega-tive ramifications of his single state Each poem has its ownspecific audience that often interacts with the speaker Thesettings are the world around or, his talk is the Luiguage ofman. He is a dynamic person ronsc.,..sly shaping his lifethrough his choices In The \VI:nil-1n WEddialif,3 (1964), the per-sona is usually other - oriented, He is past being concerned forthe course his life will take, for that course is set Freed fromsuch internal concerns, he is able to step bark from his indi-vidual traumas often enough to see the world outside, a worldhe feels is too often built on false hopes and deceptive illusionsHilo Windows (1974) creates a persona that has come to termswith the world around him The cot Id holds fe.v illusions forhim; in place of these illusions he sees profound importancein our seemingly petty activities The speaker sees life andthe separate activities as p:..rt of a pattern The life patternsare at the heart of High Windows.

significant part of the dissertation is a cu-ricelum sec-tion that applies the concepts at the hcait of the foregoing anal-ysis (poetry as discourse, the inti',;rit) of a volume as a vol-ume, and the individual identity of the emergent persona) to theteaching of an introductory course in the appreciation of po-etry for college students.

A RATIONALE \ ND COURSE DESIGN FOR 'MI I:ENGLISH LiTette PURE 'elite P.Y :ii.O\vt,LI InTHE MID-EIGHTEENTH CENTURY Order No 761o883

KUNKEL, Glenn Everett, D A. The Catholic Univei sity ofAmerica, 1978 143pp

Throughout its history the Survey coulee hi, been regardedby some English departments as totem halite and by iaost othersas only marginally successful The most often stated primaryobjective, that of providing a basic literary underst wiling andappreciation, has been commonly frustrated by the lac it of anorganizing principle that would to .1 r re ent city andunify the literary selections and b ckground in iterials in amanner that is distinctively literary and that acco.ds with asound pedagogy, The need has ion,; existed in Eaglish &pat t-ments for the .apprehension of such a principle. one that wouldspecify simultaneously the selection, ,irg-anitation and II, et -meat of literary texts ind historical, hiogr iphical and otherbackground concerns essential to meaningful literary study sothat the various elements of the course would run on Integrated,not merely parallel tricks, mutually supporting and Illuminat-ing one another is they point toward ealizat ion of the majorcourse objective This study has found such an organizing prin-ciple in the concept of literary modes and genres It demon-strates the strong support of both litclai y theory And criticalpractice enjoyed by the principle while treating of it theoreti-cally, descriptively, evaluatively and historically in order tovalidate it as a heels for the curl-1(1,1nm and course design

The Introduction and Chapter One identify and compara--ely evaluate the four most commonly rerocnized approaches

el the Survey by Masterpieces, by Major Authors, by Literaryerlods and by Modes and Genres, in terms of their objec-

tives, means of nIgUlliZall0r1 and emphasis ( hooter One con-cludes that the best approach would he one that incorporatesthe most simificantly litcrar, features of the fete ipproachesand best intryr ites the course mat.riall a, tl toward

the primary objective These preliminary sections suggestthat the modal/generic approach is the most literary of thefour, the one most capable of integrating the major concerns,and the one best suited to a study of the literature as a meanstoward Itterary understanding and appreciation, since it lo-cates the major emphasis in form and tormel analysis and thusprovides a basis for a formal histoi v of the litelature, a gen-erally recognized minor objective of the course C hapter Twofurther validates the modal /generic approach through an his-torical and descriptive treatment of its use in this countryfrom the 1890's through the 196C's Chapter 'three marshalsstrong support from influential critics for the method and spe-cifies the organization of literary selections under threemodes chi narrative, lyrical, and dramatic, eac h of whichis to be oigamzed and treated histoi u ally, In order to incor-porate the advantages of the approach by literary periods, Thechapter shows form to be the common referent that gives mean-ing, coherence and contmuit; to the course, It also suggestscertain pedagogical advantages of the method in terms of aclear re.ation of means to ends Chapter Four presents amodel curriculum and course design based on the approach,with day-to-day discussions of selections and teaching meth-ods The chapter shows various ways in which the organizingprinciple Incorporates desirable features of the three other ap-proaches mentioned above and integrates the course materialsin distinctively literary ways The chapter further sets forthLie pedagogical advantages that derite froi, las modal/genericmethod of organization and ire itment of the course materials.

The study concludes that while each approach can claimcertain advantages, the modal/generic approach appears tohave significant advantages over the others in terms of its po-tential for integrating the course materials and for treatingthem in the most significantly literary manner

A MODULE TO TRAIN TEACHER ASSISTANTS TO USEF1LACK LITERATURE FOR CHILDREN Order No. 7813479

LANIER, Patricia Ray, Ed.D. Yeshiva University, 1978. 2013pp.

The purpose of the study was to develop and test the effec-tiveness of a competency-based instructional module to trainparaprofessional teacher assistants to use children's literaturethat incorporates the Black Experience. The researcher soughtto determine whether the competency-based method would trainteacher assistants as effectively as traditional methoos

The instructional module used in the study was developed bythe investigator and critiqued by a six-member Advisory Panelprior to its use in the study. The module consisted of eightcompetencies stated in behavioral terr , suggested learningbehaviors, knowledge criterion behaviors, pre- and post-com-petency assessment procedures and procedures to be followedin the case of non-attainment of criterion behaviors.

The study was conducted during the last six weeks of theSpring 1977 semester at a metropolitan community college. The40 subjects, 20 in each group, were students enrolled in methodscourses for teaching reading to primary and elementary schoolpupils. The sample was almost entirely American Black or En-glish- or Spanish-speaking Caribbean and female of the 40 stu-dents involved there were one White American and one male.

The three theoretical hypotheses stated that there would beno significant differences in performance and attainment be-tween the experimental group (subjects using the competency-based instructional module) and the control group (subjectsstudying the same material in a lecture-discussion class) withregard to I) the mean scores for the combined and individualposttests 2) the number of attempts to reach Criterion on thecombined and individual posttests and 3) the achievement ofcriterion on the combined and individual knowledge criterionbehaviors Each theoretical hypothesis was tested by a seriesof operational hypotheses.

At the end of the six-week period the resu:ts obtained wereanalyzed and it was found that of the 21 operational hypothesestested (7 for each theoretical hypothesis) nine were rejected(at the ,05 level of confidence or better) indicating a significantdifference in favor of the control group. Four of the operationalhypotheses rejected tested theoretical hypothesis 1, five -theo-retical hypothesis 2; all operational hypotheses which tested thethird theoretical hypothesis failed to be rejected,

This study concluded that 1) the experimental subjects wereless able to master the content of the module than the controlsubjects, 2) the CBTE instructional setting was not conduciveto efficient and productive work habits, and therefore minimalstructures should be provided, 3) the modular design, in orderto be effective, must take into account the capacity and exper-ience of the students and the time available, and 4) the preas-sessment measures (the pretest) based only on knowledge ofthe competencies is inadequate,

It is recommended that additional research be conducted todetermine 1) the nature of the abilities, both cognitive and af-fective, that a student needs to use a competency-based instruc-tional module successfully, 2) how such abilities can be acquired,3) what, if are, teacher charac.eristics, attitudes and skids af-fect the successful use of the module, and how they can be ac-quired; 4) the variations, if any, found between different socio-economic groups of teachers and students, 5) the efficacy ofthe CBTE method in developing practical teaching skills, 6) therelative value of using the modular approach over varying pe-riods of time, and 7) whether the use of children's literaturethat reflects the Black Experience has a beneficial effect on thereading achievement and sell-concept of Black children

STORYTELLING AMONG SCHOOLCHILDREN A FOLKLOR-ISTIC INTERPRETATION Order No 7816324

LEViTT, Andrew, Ph D University of Prinsylva.ma, 1978,398pp. Supervisor By b tra Kirshenblatt -Giniblett

This study is an tote,pret itinn of the meaaing of storytellingas a social activity el+ 14ed ,n by children It take!, at, its tasksto identify evaluative keyings in storytelling as explicit andimplicit instructions given for interpretation of what is happen-ing, to distinguish the interpretive frames generated for story-telling, and to analyze the nature of social integration duringstorytelling sessions in which children tell stories to eachother. The data for analysis are drawn from fieldwork carriedout among children in grades four through six in one elemen-tary school in New Haven. During one- and two-hour sessionsin the classroom, the children were asked by the researcher,who was not their teacher, to tell stories to each other. Theseries of stories and conversations that ensued were recorded.The interpretation of these materials combines stylistic andinteraction analysis In interpretation of the storytelling, threesets of dramaturgic relationships are distinguished (1) rela-tionships between animators and figures animated, (2) relation-ships between speakers and listeners, and (3) relatirmships be-tween In-group and out-group. The relationships beh.eenanimators and figures animated are considered in terms oftypes of Identification (1) identity, in which the animators re-late to the figures as representations of themselves, (2) fan-tasy, in which the animators relate to fictie figures as theirpossessions, (3) justification, in which the animators rel.tteambivalently to the figures and attempt to rationalize or dis-possess them, (4) embodiment, in which the animatoi s i elateto the figures by speaking for them, (5) role ide.ititicatin, in

which the animators relate to fictive figures as their (run per-sonae. The relationships between speakers and 1p.tener, areconsidered in terms of types of presentational frames (1) topicsharing, in which storytelling col roborates 0, i 111111' .1 topicof general interest, (2) twice-told tales, in which an ambiguityi3 sustained in the frame as oscillation between performanceand report, (3) jokes and scares, in which slorNtelline empha-sizes the development of suspense and ant trip ikon and concen-trates on delivering the final result of latu,,hter

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(4) contest, in which storytelling is turned into a game to seewho can tell the longest story, (5) theatrical performance, inwhich storytellers endeavor to evoke response not limited tosuspense and anticipation of the end result of laughter-or sur-prise or equivocated by an effort to repeat precisely somethingthat has been told before. The relationships between in-groupand out-group are considered in tei nis of types of social inte-gration (1) collusion, in which integration is based on mutualencouragement and a sense of protection from outside intru-sion, (2) exoteric stereotyping, in which integration is basedon irreverence and mockery of those outside the group. Thesethree sets of relationships are concluded to embody three prin-ciples of generic determination for the establiso,nent of focusof involvement or commitment, distribution of participation orresponsibility, and attribution of authority or right in the inter-action. Considered with regard to the principles for the genericdistinction of storytelling acts in interaction, performance isunderstood both as a fulfillment of those genres defined by theassumption of responsibility to the audience and as potentialityfor the introduction of novelty into interaction.

TWENTIETH CENTURY AMERICAN PAINTING COORDINATEDWITH THE STUDY OF POETRY AND DRAMA: AN INNOVA-TIVE CURRICULUM FOR THE SECONDARY SCHOOL LEVEL

Order No. 7814999

MUTCHLER, Bessie lone, Ph D University of Maryland, 1977346pp Supervisor Dr Edward L Longley

A primary concern, in this empirical study, is the need forfamiliarizing high school students with contributions in the artsmade by Americans The vehicle chosen for that purpose is anorganized curriculum package on American art that coordinatesthe study of painhng, poetry, and drama The curriculum ma-terial, arranged in eight Arias with thematic titles, concen-trates on the work of Indiidual artists, poets, and playwrightsfor each decade of the twentieth century

It is the assumption of this study that the development of anawareness of American art coordinated with American poetryand drama is a viable objective for secondary education. Amer-ican art heritage has received little emphasis in secondaryeducation, due partly to the lack of appropriate text materialdesigned for the secondary reading and comprehension level.To provide a broad base of potential use in secondary educa-tion, the text was written for the ninth grade reading level.Lengths of sentences and the number of multi-syllabic wordswere limited to conform to reading skills of the entering highschool freshman.

The curriculum is arranged chronologically. Each of theeight units contains background information on two artists withpoetry and drama supplements The excerpts illustrate therelationship between art and literature Within the content ofeach thematic unit of the curriculum package, two painters, apoet and a playwright present individualistic approaches tocommunicating ideas, attitudes, and visions The thematiccategories focus attention on the similarities and differencesbetween the usual and verbal means of expression

This empirical study has a two-fold purpose, the first, toinvestigate and substantiate the need for art history curriculummaterial designed for the secondary school reading level, thesecond, to provide an innovative curriculum package on twen-tieth century American painting coordinated with the study ofpoetry and drama To facilitate deelopoig a curriculum pack-age that contributes to existing high school text material, sev-eral field surveys were conducted I n eThgation indicated adearth of text material on art heritage designed for use insecondary education

Interdisciplinary application of the text units was a primaryconsideration in designing the curriculum segineat of this dis-sertation The units can he iitili7ed in American literaturecourses and social studies offerings in American history andgovernment classes as well as humanities, art history, andstudio art courses There is potential use for the text units inall secondary education courses where an American contribu-tion to the arts is applicable to the study program

The greatest difficulty in developing the curriculum in-vobled coordinating excerpts from literature with both thetheme and deem's o' :fa n unit. It is reccrnr ndt d that etthoz

thematic or chronological slip' oach be used Combining artwith poetry and drama provides the opportunity fur secondarystudents to become aware of the relationship between theseartistic expressions Utilizing mole than three art forms isnot recommended Three elements allow for comparison andcontrast without confusion.

While researching American contributions to the nits, itbecame apparent that a wealth of material for potential cur-riculum development exists in the area of American culturalheritage Additional curriculum development in tne .ii ts de-signed for secondary education is essential if high school stu-dents are to be knowledgeable about, and aesthetically aware of,their cultural heritage

A WORKLNG MODEL FOR A COURSE IN APPALACHIANLITERATURE FOR STUDENTS IN HIGH SCHOOL OR THEFIRST TWO YEARS OF COLLEGE Order No 7814879

PLUMLEY, William Crawford, Ph D Union Graduate School,1977. 518pp

The unwavering point ars' the cons stent development ofthesis throughout this study is that the priorities of formaleducation, like the priorities of living, belong to the people whoare affected by the p-ocesses hei e is ample research to provethe effectiveness of affective learning, but there is t een moreevidence of the common sense of it All minority cultures inAmerican education are relegated to peripheral study in cur-ricula if examined at all, in favor of what Frederick JacksonTurner calls "New England Writ Large' values, Typically,minor cultures are treated as "undercultures" and by processof definition are rendered inferior

When educational process does not reflect life and when itidealizes someone else's values and priorities (which oftenart themselves myths), the result is estrangement trom theroots of one's own existence, including language and valuesThe point of this dissertation Is, therefore, to provide a modelby which one cultural group, the Southern Appalachians, mayuse formal education in order to find greater harmony forexistence in their own culture

The dissertation is divided into five chapters' (1) a per-sonal pedagogy, and a condensation of a leer .ing model devel-oped by Billy Best at the University of Massachusetts, (2) anextensive examination of the historical, anthropological andsociological arguments about the culture, (3) an assemblingof primary material (discursive as well as imaginative) as abasal text In Appalachian literature, (4) an argument on thesclministrative soundness of ethnic studies, (5) a series oftranscripts for eleven synchronized sound/slide units by whichbasic concepts in Appalachian culture may be learned, and anappendix, containing the summary of the researcher's ownlearning experience during the process of researching andwriting the dissertation

Chapter I is divided into three parts, including a narrativeon the researcher's own alienation from his roots as a resultof formal education, and a condensation of the affective learn-ing model for an Appalachian curriculum, developed by BillBest. These two sections set the direction for the rest of theresearch and development A third section provides an outlinefor a course of study to Appalachian literature

Chapter II is divided into two parts, including a section onscholarly arguments regarding Appalachian ethnicity and oneon how the ethnicity is identified in the imaginative literaturefrom the region The second section also includes the identifi-cation of some early writings from the eighteenth century.

Chapter III is the assembling of materials, including poetry,fiction, prose essay, and folk history that cover two hundredyears of writing Only the period introductions written by thisresearcher are included in this manuscript because of copy-right laws The Chapter, however, has been published as abook, called Thine Appalachian, and is available from the'de ,t Virginia Deparime n rd Education

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Chapter IV is an argument on the administrative soundnessof an Appalachian curriculum It is directed at public schooladministrators, who ultimately maintain the power for cur-ricular changes

Char 'er V is a series of transcripts of eleven syntronizedsound /slide units that provide conceets in Appalachian cultureBecause of the limitation of University Microfilms only thetranscripts are provided, although portions of the units are onfile at Union Graduate School

The Appendix contains a running summary of the research-er's various reactions to the formal structures of the doctoralprocess This account is included because of the emphasisupon affective learning throughout the dissertation. It was ap-propriate, therefore, to include the writer's own affectiveprocess as the culmination of the experience.

CHILDREN'S RESPONSE TO METAPHOR IN POETRYOrder No. 7813447

REDMOND, Sister Ann, Ph D University of Minnesota, 1978,152pp,

This study attempted to discover if there were differences inthe understanding of poetry, differences in open-ended re-sponses to poetry and differences in attitude toward poetry ofstudents who were taught poetry compared with students whowere not taught poetry.

The subjt,cts or the research were .sihtt: grade studentsfrom two classes in a Catholic elementary school in St. Paul,Minnesota Students were randarnly assigned to the experimen-tal group and the control group with eighteen students in eachrroup

The evaluation of students' understanding of poetry was as-sessed by the administration of a published Instrument, 'A Lookat Literature." To assess the response of students to poetryten poems were read to them, and alter each poem studentswere asked to respond to the question, "What are you thinking?"Four experienced language arts teachers, in addition to the in-vestigator evaluated students' responses to the poems and cate-gorized them according a type Students' responses to eachpoem were divided into T-units by the investigator. Categoriesused were Irrelevant, Translation, Extension and AwarenessBecause few Awareness type responses were found this categorywas excluded from the analysis of the data. To assess the gen-eral attitudes of students toward poetry an instrument consistingof five questions concerning a liking or disliking for poetry wasadministered to students in both groups To detei mine reac-tions of students to specific poems, five poems were read tothe students who were asked to respond to several questionsafter the reading of each of the poems

There were no differences in understanding of poetry bysubjects in the experimental group compared with subjects inthe control group as measured by an objective instrument,`A Look at Literature," The method of eliciting students' re-sponses to each of the ten poems read to them gave evidence ofdifferences between subjects in the experimental group com-pared with subjects in the control group A correlation study ofthe interrelationship among raters revealed that they were nei-ther in agreement in their evaluation of student responses nor intheir categorization of responses The scoring of each raterwas then examined individually because of the inconsistenciesamong raters A correlation study of the tour response vari-ables: Whole, Total, Translation, and Extension was done to de-termine if four different aspects of response to poetry were ac-tually being tested The findings gave sufficient evidence tocosclude that different aspects of response to poet ry were beingassessed The ten poems were ranked according to total num-ber of responses made by students to determine if there werespecific poems to which students responded more than to others,

Summation of the findings suggests that the teaching of po-etiy to sixth grade students does influence their ability to re-spond to poetry read to them The subjects who had studied po-etry did not develop negative attitudes toward poetry because oftheir study

The lack of agreement among the tater!: of the students' re-apostles may reflect the lack of experience that many teachershave with poetry along with the indefinite position literature oc-cupies in the elementary school curriculum. Teachers needgreater understanding of poetry and its special use of languagesuch as various forms of metaphor. Assistance in clarifyinggoals in the teaching of a total literature program is necessary

A DETERMINATION OF SELECTED PRIMARY PUPILS'BOOK HANDLING SKILLS AND ABILITY TO TEL1, ASEQUENTIAL STORY USING PICTURES IN STORYBOOKFORM Order No. 7814980

ROY, Peggy Anderson, Ph.D University of Georgia, 1978175pp. Supervisor Ira E lows

One hundred forty-one kindergarten, first and second gradechildren's book handling skills were emmined to determinehow these skills related to their storytellnw, ability and knowl-edge of book format separately and in combination All i ela-tionships from these combinations were found to be positivelycorrelated to a small degree, Storytelling ability and knowl-edge of book format wet e highly related The relationships ofthe predictors of age, sex, r.ocioetoroinit level, and intelli-gence with storytelling ability, knowledge of book format, andbook handling skills were also examined Only age and Intelli-gence were found to be significant predictors with one excep-tion. Socioeconomic level was a contributing factor in story-telling ability.

Storytelling ability in storybook lot ni was compared withstorytelling ability in a foldout book expos'ng all pictui es Nosignificant difference was found in children's storytelling ability

A STUDY TO INVESTIGATE POSSIBLE SUPERIOR LONG-LASTING EFFECTS OF THE INITIAL TEACHING ALPHA-BET AS THE INITIAL ENTRY APPROACH TO READINGINSTRUCTION Order No. 7814635

SCHOOLFIELD, Walter Roy, Ph.D. Saint Louis University,1977. 94pp

The review of research in the field of reading indicatedthat there were substantial discrepancies related to (1) an ac-ceptable, or global, ta-dinition of reading, (2) the limitationsof evaluative models to measure reading success from a long-range perspective, and (3) the need to evaluate reading froma base which would portray long-lasting deficiencies in instruc-tion, rather than short-term successes in instruction.

The design for this study was based upon the above findingswith specific empnasis upon the development of an appropriateevaluative model to measure long-lasting effects in readingrather than skills related to sounds, comprehension, and wordrecognition The Reading Effects Model as designed for thispurpose, pursued this need through an investigation of specificvariables which were selected based on possible significancefor reading success at the more mature stages of instruction.These variables-- rate of reading, interest for reading, sounddiscrimination, word recognition, and auditory attending-were utilized based upon the claims of proponents for the Ini-tial Teaching Alphabet ri t a.) who specified superior long-lasting effects in these skills for children taeght through i t.aInstruction.

A comparative population was selected from children whoreceived their initial reading instruction in either i t a orTraditional Orthography (T.0 ) with equating of the two groupsbased on social, economic, and achievement factors as re-lated to Title I eligibility A random simple was taken fromeach group for each set of measures. In these sets of equalNs, there were 110 subjects drawn from the first grade popu-lation consisting of 288 students, a sample of 110 subjectsdrawn from a second grade population of 308 students, and 90subjects drawn from a fourth grade population of 371 students

", he null hypotheses foe tile study proposed that there would beno significant difference between the two groups in each set ofmeasures, whereas, the research hypotheses predicted a find-ing of significance for each set in favor of the i ea. group.The data were collected under controlled conditions and ana-lyzed through the utilization of a t-test for intergroup com-petition

The findings indicated that the hypotheses were confirmedin all sets except word recognition, leading interest, and read-ing rate One conclusion from these results was ihat et.a.taught children had some measureee adv.uttages at the pri-mary level but that these advantages were not significant atthe fourth grade level Another conclusion, based upon pos-sible significance for variables related to reading rate andreading interest at a more mature stage of reading instruc-tion, was that evaluative models should be developed whichwould expand the number of variables selected for study.Based upon the latter conclusion, it was recommended thatthis expansion should include variables, drawn from the Bus -nan Model, such as interest, amount, concentration, impact,reading style, selection, analyses, surroundings, physical andmental fatigue and recall, A third conclusion indicated thatthere was a need to make an investigation as to what was ac-tually being taught to children in the initial stages of readinginstruction.

In summary, based upon the conclusions drawn from thestudy, it v as recommended that (1) there should be more re-search devoted to the clarification of success in reading at theinitial stages of instruction and success at the more maturestages, (2) more research should be devoted to the criticalcomponents of each approach to reading from a long-lastingperspective, (3) more attention should be di rected toward theadequacies and inadequacies of all initial entry approaches toreading, (4) additional research should be conducted regardingthe loss of reading advantages for eta taught children afterthe third grade, (5) further research should be conducted re*warding a possible relationship between selected variables atthe initial stage of reading instruction and success, or failure,at a more mature stage of instruvtion, and (6) there should beleas research comparing one method or medium to anotherwith more research emphasis being devoted to a defUUtion ofreading and the components of a reading program which wouldinsure success, however measured, at the more 'nature stagesof instruction.

A STUDY OF FIFTH GRADER'S VERBAL RESPONSES TOSELECTED ILLUSTRATIONS IN CHILDREN'S BOOKS BE-FORE AND AFTER A GUIDED STUDY OF THREE STYLESOF ART USED TO ILLUSTRATE FAIRY TALES

Order No. 7810115

STOREY, Dense Carol, Ph D Michigan State Ureversity, 1977,177pp.

This five week experimental study was designed to measurefifth grader's verbal responses to selected illustrations in pic-ture books before and alter a guided study of three styles of artused to illustrate fairy tales The purposes of this study wereto develop an instrument measuring children's verbal responsesto illustrations in children's books and to ascertain whetherstyle study ,Aoulz influence children's us ode cif stylistic, emo-tional, and evaluative terms when discussing representational,expressionistic, and cartoon styles of art

Sixty fifth graders were randomly selected from SIX elemen-tary schools in three school districts in Western Michigan andrandomly assigned to one of three treatment or one of threecontrol groups Children were pre-tested during the first weekof the study and post-tested during the fifth week During theindividual interview sessions children responded to general andspecific questions regarding three picture pairs from each oftwo fairy tales that were illustrated in the target styles of art.The testing instrument used in this study was designed by thisinvestigator to measure children's Verbal Expression Content

Scores when responding orally to the target styles of art. inter-rater reliability for the instrument was .976 and inter-rater re-liability ranged from .790 to 995 for the eight subsections of theinstrument.

For three consecutive weeks this investigator met with thetreatment groups for one two-hour style study session where thechildren discussed and evaluated ten picture books which wereillustrated in the target styles of art The children also drewin the style of art under study during each session

The major findings that emerged from the study were as fol-lows: Group instruction did influence children's responses toart. Significant differences between groups at the ,01 level witha t-value of 9.84 were noted; the treatment group respondedwith a higher amount of Total Verbal Expression Content GainScores. The control group had a loss of points between testingwhile the treatment group did not. Significant differences witha t-value of 1.962 at the .01 level were found between girls andboys in the treatment group with the boys responding with ahigher amount of gain scores

Significant differences at the .01 level with a t-value of17.431 were found between groups when responding to art stylesusing stylistic terms with the treatment group responding withhigher gain scores. At the .05 level with a t-value of .673 therewere no significant differences in the emotional characteristicsused when responding to art styles for the two groups. Bothgrumps suffered loss in points when discussing art styles inevaluative terms. TM control group had a lower negative gainscore and the differences between groups were noted at the .01level with a t-value of 8. At the .01 level, the differences be-tween groups in the amount of stylistic terms used to describeart Kyles were not found to be significant with VI values of1.449, 2.415, and 0.758 for representational, cartoon, and ex-pressionistic styles, respectively.

Signiftcant differences at the 01 level with XI values of14.773 and 22.133 were noted with both groups rejection expres-sionistic style of art over cartoon and representational styles,respectively. Significant differences at the 01 level with v)values of 58.00 and 49.33 were noted with both groups preferringrepresentational style of art over cartoon and expressionisticstyles, respectively.

When describing illustrations the children had a tendency togive titles to pictures rather than offer style names and to dis-cuss objects and subjects rather than stylistic characteristicsThe verbal responses of the treatment group increased in lengthbut not in the level of sophistication.

1')4.

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

University Microfilms International300 North Zeeb RoadAnn Arbor, Michigan 48106

or by telephoning (toll-free) 1-800-521-3042

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