THE RESPONSES OF SKILLED AND LESS SKILLED NINTH GRADE READERS TO AN ORIGINAL OR AN ADAPTED STORY.

Persistent Link:
http://hdl.handle.net/10150/143034
Title:
THE RESPONSES OF SKILLED AND LESS SKILLED NINTH GRADE READERS TO AN ORIGINAL OR AN ADAPTED STORY.
Author:
SMITH, ANNE LOUISE.
Issue Date:
1982
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to compare the written responses of skilled and less skilled readers to either an original or an adapted story, and the written responses of less skilled readers to either an original or an adapted short story. Data were compared relative to three areas: (1) statistical analysis of frequency of clausal units, and categorization of clausal units according to recall, inference, and supplementation; (2) statistical analysis of selected elements of the short story, specifically, setting, characterization, plot, and theme; and (3) descriptive analysis of frequent responses within each subcategory. Ninth grade students designated as skilled and less skilled readers by scores on the California Achievement Test formed two distinct sample populations. Subjects were randomly assigned to read either an original short story or an adaptation of the same story and write all they could recall, including selected elements of the short story, namely, setting, characterization, plot, and theme. Findings indicated that in terms of frequency of clausal units and categorization of clausal units, the responses of skilled readers to the original story contained significantly more clausal units and inference statements than the responses of less skilled readers. The responses of less skilled readers to the adapted story contained significantly more clausal units and inference statements than the responses of less skilled readers to the original story. Additionally, in their responses to elements of the short story, skilled readers differed significantly from less skilled readers for both the original and the adapted story with respect to characterization, plot, and theme. The responses of less skilled readers to the adapted story contained significantly more plot statements than the responses of the less skilled readers to the original story. Results point to the use of adapted stories with less skilled readers; however, caution must be used in arriving at such a conclusion since this study did not include qualitative interpretation of responses or other response measures such as reader interest and enjoyment.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Reading -- Ability testing
Degree Name:
Ph.D.
Degree Level:
Doctoral
Degree Program:
Reading; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Smith, Kenneth J.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleTHE RESPONSES OF SKILLED AND LESS SKILLED NINTH GRADE READERS TO AN ORIGINAL OR AN ADAPTED STORY.en_US
dc.creatorSMITH, ANNE LOUISE.en_US
dc.contributor.authorSMITH, ANNE LOUISE.en_US
dc.date.issued1982en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to compare the written responses of skilled and less skilled readers to either an original or an adapted story, and the written responses of less skilled readers to either an original or an adapted short story. Data were compared relative to three areas: (1) statistical analysis of frequency of clausal units, and categorization of clausal units according to recall, inference, and supplementation; (2) statistical analysis of selected elements of the short story, specifically, setting, characterization, plot, and theme; and (3) descriptive analysis of frequent responses within each subcategory. Ninth grade students designated as skilled and less skilled readers by scores on the California Achievement Test formed two distinct sample populations. Subjects were randomly assigned to read either an original short story or an adaptation of the same story and write all they could recall, including selected elements of the short story, namely, setting, characterization, plot, and theme. Findings indicated that in terms of frequency of clausal units and categorization of clausal units, the responses of skilled readers to the original story contained significantly more clausal units and inference statements than the responses of less skilled readers. The responses of less skilled readers to the adapted story contained significantly more clausal units and inference statements than the responses of less skilled readers to the original story. Additionally, in their responses to elements of the short story, skilled readers differed significantly from less skilled readers for both the original and the adapted story with respect to characterization, plot, and theme. The responses of less skilled readers to the adapted story contained significantly more plot statements than the responses of the less skilled readers to the original story. Results point to the use of adapted stories with less skilled readers; however, caution must be used in arriving at such a conclusion since this study did not include qualitative interpretation of responses or other response measures such as reader interest and enjoyment.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectReading -- Ability testingen_US
thesis.degree.namePh.D.en_US
thesis.degree.levelDoctoralen_US
thesis.degree.disciplineReadingen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorSmith, Kenneth J.en_US
dc.contributor.committeememberValmont, William J.en_US
dc.contributor.committeememberGoodman, Yettaen_US
dc.contributor.committeememberMetre, Patricia Vanen_US
dc.identifier.proquest8306457en_US
dc.identifier.oclc686761404en_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.