The effect of a literature program on a second-grade class

Noseworthy, Beverley Lynn (1988) The effect of a literature program on a second-grade class. Masters thesis, Memorial University of Newfoundland.

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    Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
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Abstract

This study was designed to investigate the responses of a second-grade class to a literature program comprised of literature presentations, interpretive activities and independent reading. The intention of the 16-week study was to determine whether the 20 children would demonstrate growth in their reading and writing abilities, and display an increased desire to read and write independently. Although each of these factors had been considered by other researchers, not all were present in any one study. Furthermore, because a single primary class was selected as the sample for this study, it permitted the researcher, who was the classroom teacher, to observe, describe and analyze the development of individual children. -- The evaluation of the study was based on standardized reading tests, observations of the children as they participated in the literature program, and on an evaluation of the children's written expression according to selected criteria. The results of the Gates-MacGinitie Reading Tests at the beginning of the study revealed that the mean scores in both vocabulary and reading comprehension were below those expected for a second-grade class. The results of the posttest revealed that although the mean gain made by the class was greater in vocabulary than in comprehension, neither gain was greater than expected. Although the study did not reach clear conclusions regarding the relationship between children's exposure to literature and their development of vocabulary and reading comprehension, individual scores revealed that 6 of the 20 children made considerable gains in vocabulary, and 5 of them made considerable gains in comprehension. If the study had continued for a longer period, or if another form of assessment had been used, the findings might have been different. -- Observations of the children indicated that, as a result of their participation in the literature program, the children's understanding and appreciation of literature were enhanced. The children also displayed an increased desire to read and write independently. An evaluation of the children's written expression revealed general developmental trends including the development of story structure, vocabulary and sentence structure. Case studies of two of the children further revealed how individual children responded and developed in relationship to the literature program. -- Based on the results of this study, it was concluded that a reading program enriched with literature presentations, extension activities and independent reading supports the development of children's interest in books and enhances their desire to read independently. It was further concluded that participation in literature-related activities motivates children to write and develops the quality of their writing.

Item Type: Thesis (Masters)
URI: http://research.library.mun.ca/id/eprint/5119
Item ID: 5119
Additional Information: Bibliography: leaves 140-144.
Department(s): Education, Faculty of
Date: 1988
Date Type: Submission
Library of Congress Subject Heading: English language--Study and teaching (Primary); Reading (Primary)

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