First Graders' Efferent and Aesthetic Responses to Informational Trade Books.

227 Pages·2017·9.2 MB·English

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LSU Historical Dissertations and Theses Graduate School
2000
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Kay Monroe Broders
Louisiana State University and Agricultural & Mechanical College
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Broders, Kay Monroe, "First Graders' Efferent and Aesthetic Responses to Informational Trade Books."
(2000). LSU Historical Dissertations and Theses. 7342.
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FIRST GRADERS’ EFFERENT AND
AESTHETIC RESPONSES TO
INFORMATIONAL TRADE BOOKS
A Dissertation
Submitted to the Graduate Faculty of the
Louisiana State University and
Agricultural and Mechanical College
in partial fulfilment of the
requirements for the degree of
Doctor of Philosophy
in
The Department of Curriculum and Instruction
by
Kay Monroe Broders
B.S. Louisiana State University, 1965
B.S. Louisiana State University, 1990
MA. Louisiana State University, 1992
December 2000
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
UMI Number: 9998661
Copyright 2000 by
Broders, Kay Monroe
All rights reserved.
UMI
UMI Microform 9998661
Copyright 2001 by Bell & Howell Information and Learning Company.
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Bell & Howell Information and Learning Company
300 North Zeeb Road
P.O. Box 1346
Ann Arbor, Ml 48106-1346
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
cCopyright 2000
Kay Monroe Broders
All Rights Reserved
ii
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DEDICATION
I dedicate this dissertation
to my husband. Buddy, who
has been a true partner in our marriage,
always there for me and giving me
support in pursuing my interests.
"But let there be spaces in your togetherness.
And let the winds of the heavens dance
between you....
Sing and dance together and be joyous,
but let each one of you be alone.
Even as the strings of a lute are alone
though they quiver with the same music/’
(Gibran, 1923/1968, pp. 15-16)
iii
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ACKNOWLEDGMENTS
I am indebted to Dr. Ann Trousdale, the chair of my dissertation committee, for
the many hours she has given to review my work in various stages of completion. It has
been through her guidance that this study has unfolded. She guided me through the
study and showed extraordinary patience when various delays and disruptions arose in
the process.
I am also indebted to my dissertation committee: Dr. Earl Cheek. Dr. Nancy
Nelson, and Dr. Charles Teddlie for their guidance in those initial stages of the study.
Through course work and the general examination process, they have provided me with
background for this study and enhanced my professional growth. In addition. I
appreciate the participation of Dr. Renee Edwards, the Graduate School representative
through the prospectus defense, and of Dr. Frances Lawrence, the Graduate School
representative at the final defense.
I am extremely grateful to Dr. Thomasine Mencer who provided the assistance
needed in order for me to successfully conduct this research. She listened as I talked
through some early research proposals, encouraged me in my ability to complete what I
set out to do. was present as I presented the proposal for this study, and graciously
offered to assist in data collection. I am indeed grateful for her friendship as well as her
scholarship.
I thank the classroom teacher for allowing us to gather research data in her class,
reading the books aloud to the students, and juggling her class schedule to provide us
with adequate time to interview the participants. I would also like to thank the students:
iv
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Sam, Elizabeth, Courtney, and Alicia for their part in the research. It is their voices that
sound throughout the study and shape the data.
I am thankful to have been led, in the final weeks of my writing, to an amazing
person and proofreader, Topsy Morgan Tolbert. Topsy worked as a cataloger at the
Louisiana State Library for 13 years and had just moved to a retirement complex when
she took on this project. She read over the chapters with remarkable skill while she
interceded with prayers for successful completion of my dissertation. I learned a
tremendous amount about grammar in a matter of weeks in addition to getting to know
about a wonderful individual.
Finally, I want to thank my family for the support, encouragement, and
unconditional love they have given to me over these years. Again, this whole venture
would not have been possible without the constant support of my husband. Buddy. He
believed in me as well as gave me the space to explore many avenues throughout our
marriage. My children. Stephanie and Leo Broders, Amy and Kevin Phillips. Molly and
Chris Broders, and Leslie Broders, as well as my three grandchildren, have inspired me
to learn more about education and have blessed me with their love and support as I
worked on this endeavor.
v
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TABLE OF CONTENTS
DEDICATION........................................................................ iii
ACKNOWLEDGMENTS................................................... iv
ABSTRACT............................................................................ ix
CHAPTER
1 INTRODUCTION ....................................... 1
Purpose of the Study................................ 6
.
Definition of Terms................................... 6
.
Significance of the Study......................... . 6
Research Questions................................... . 7
Summary..................................................... . 7
2 REVIEW OF LITERATURE .................... 8
.
Reader Response Theory......................... 10
Reader Response Studies......................... 16
Categorical Systems.............................. 17
Reader Response to Fiction ................ 20
Informational Trade Books..................... 23
Informational Books as a Catalyst .. . 25
Studies with Informational Text......... 26
Illustrations in Trade Books ................... 29
Summary..................................................... 31
3 METHODOLOGY AND PROCEDURES 33
Research Design ....................................... 33
Selection of the Research Site................ 33
School....................................................... 34
Classroom................................................. 35
Teacher ..................................................... 36
Selection of the Participants ................... 36
Selection of the Trade Books ................ 38
Data Collection .......................................... 40
Role of Researcher................................ 40
Phases of Data Collection..................... 42
Types of Data Collected....................... 44
Data Analysis.............................................. 45
Coding of Responses ............................ 46
Case Studies............................................ 48
Patterns Across Cases............................ 50
Patterns Across B ooks......................... 51
Limitations of the Study .......................... 52
vi
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