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DOCUMENT RESUME ED 354 516 (^) CS 213 672 AUTHOR (^) Cobb, Susan M. TITLE (^) Reader-Response to Dr. Seuss: Middle School Students PUB DATE and Social Issues. NOTE 92 93p.; Specialist in Education Project, University ofGeorgia. PUB TYPE (^) Dissertations/Theses (^) Undetermined (040) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS (^) *Childrens Literature; Grade 7; Junior High Schools; Middle Schools; *Reader Response; Reader Text Relationship; Reading Ability; Reading Research;Social Problems IDENTIFIERS (^) *Doctor Seuss; Geisel (Theodor Seuss); *Middle School Students; Response to Literature ABSTRACT A study investigated to what extent average middle school students were able to perceive the social issues embedded inliterature by Dr. Seuss. Seventy-four seventh-grade students responded to five Dr. Seuss stories in free-writing exercises, response worksheets, and question worksheets. Results showed that the majority of students (approximately 85%) discovered the major issuesin the five stories: "The $neetches "; "The Lorax"; "The Butter Book"; "Horton Hears a Who"; and "The Cat in the Hat." Some Battle were able to delve more deeply into the social aspects depicted, butstudents most at least recognized the social implications of each story, andrelated both personal and general ideas, showing that not only of a self-centered nature. (One figure of data is included;response was and three appendixes, containing the worksheet (^) on reader-response and the worksheet on story questions, are attached.) (Contains 53references.,) (SR)
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READER-RESPONSE TO DR.SEUSS:
MIDDLE SCHOOL STUDENTS AND SOCIAL ISSUES
SUSAN M. COBB
B.S., University of Georgia, 1976 M. Ed., University of Georgia, 1984
A Project Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree
SPECIALIST IN EDUCATION
ATHENS, GEORGIA
"PERMISSION TO REPRODUCE THIS^1992 MATERIAL HAS BEEN GRANTED BY Aztiv- (1,546-
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERICI.
Office of Eclocationai Research and Improvement^ U S. DEPARTMENT OF EDUCATION EDUCATIONAL RESOURCES INFORMATIONCENTER IERICI ci This,ece.wed from the person or Ofgarhzahon (^) document has been reproduced as C Minor changes have Peen made to improveonomatmg reproduction quahty Pcunts of wow 0. oorhons stated In th.sdocumen! do not necessarily represent (nowOE RI pos.hon or policy
Table of Contents
- Chapter 1: Introduction - Terminology - Reader-Response and Social Issues - Evaluation - Dr. Seuss
- Chapter 2: Review of Literature - Studies Related to Reader-Response - Reader-Response Perspectives and Comments - Rosenblatt - Galda - Conclusions - The Literature of Dr. Seuss - History - New Reading Methods - Critics - Seuss' Message - Social Issues in the Dr. Seuss Literature - The Sneetches - The Lorax - The Butter Battle Book - Horton Hears A Who - The Cat In The Hat - Dr. Seuss Perspectives - Conclusions
- Chapter 3: Methods - Curriculum - Subjects - Design - Procedures
- Chapter 4: Results - The Cat In The Hat - Horton Hears A Who - The Sneetches - The Lorax - The Butter Battle Book - Conclusion
- Chapter 5: Implications for Education
- References
A further reason for this study was concern for reading comprehension. Psycholinguists and cognitive psychologists stated that comprehension in reading is affected by the ways in which students' prior knowledge and expectations interact with the material they read (Cullinan, 1989). According to Smith (Cullinan, 1989) reading is a creation in the mind of the reader in interaction with the text. Using reader- response to literature enhanced these views toward comprehension. The reader's interaction with the material was the vital component to this approach. "Reader-response critics have argued...that we also bring assumptions to our reading....These expectations, biases, and assumptions usually disguise themselves as universal truths, or at least as 'the way things ought to be'" (Anderson, 1991, p. 141). (^) The Dr. Seuss literature seemed at first reading the way things "ought to be"--amusing, comical, refreshing--but there are social elements which need to come to light if a full understanding is to be achieved. (^) Through reader- response, it was intended that these universal truths be revealed and reflected upon by students.
Terminology Several terms must be defined in order to offer a clear understanding of the material presented. Social issues are those ideas which are related to human society. (^) These issues are created through relationships developed among members of the human population. The social issues under consideration in this study are those found in the literature of Dr. Seuss. (^) Reader-response is the method used in teaching literature which connects the students' prior experiences with a text through a written response (Rosenblatt, 1938). (^) The students respond to selected literature in a free manner in which they are encouraged to express their own feelings concerning the material. (^) This teaching method will be incorporated into this study.
Reader-Response and Social Issues This writer attempted to combine reader-response in a compatible manner with social issues to help develop the awareness of students. (^) Rosenblatt (1938) posited that students should be helped to handle their responses to the political and social tendencies in
interpretations and opinions derived from both the texts and the student's own life. In the process of composing, the readers need to be able to express and explain connections between their previous knowledge and the texts they read (Petrosky, 1982). This study attempts to examine the joining of these two areas through reader-response--by connecting previous knowledge dealing with social issues to Dr. Seuss' literature. Petrosky (1982) suggested the use of a response approach based on the work of Bleich. Petrosky saw this approach as a good starting point for students to write about their interpretation of a text. The response worksheet found in Appendix A incorporated Bleich's ideas on guiding the responses of students (Petrosky, 1982). Another researcher was also used as a guide to the development of response procedures for this study. Probst (1984) defined reading as "an experience that shapes, perhaps confirming attitudes and ideas, perhaps modifying or refuting them" (Probst, 1984, p. 24). He emphasized the importance of teacher acceptance in a response activity so that students feel secure in their
responses and are willing to express thoughts and feelings, cr to change their minds. Probst (1984) felt that a teacher should put little pressure on the students (^) so that their responses would be their own. (^) He suggested that this be achieved by having students note their first (^) response prior to any group discussion. (^) This insures that students' responses are their own. (^) Probst also felt that some guidance on the teacher's part might be (^) needed as a second step. (^) The teacher might pursue certain directions with questioning techniques. (^) "Constraints on responses may inhibit the reader, but direction (^) can help students discover their (^) own route into the literature" (Probst, 1984, (^) p. (^) 46).
Dr. Seuss Due to the familiarity of this literature (^) to most students by middle school (^) age, Dr. Seuss books were chosen as a basis for this project. (^) The stories of Dr. Seuss may be one of the earliest (^) experiences that children have encountered with reading. (^) As will be discussed in detail elsewhere in this (^) paper, Dr. Seuss stories are embedded with critical (^) social issues such
aware of their own attitudes and the ways in which social beliefs were seen through literature. (^) As Beach (1983) explained, the characters in literature become unusual if their behavior is not conventional. (^) The characters act in certain predictable ways and a reader infers that their behavior is governed by certain social roles (Beach, 1983). The characters in Dr. Seuss' works aroused curiosity and caused the reader to recognize that certain social issues were under debate. The students' attitudes and background determined the extent to which the social mores were recognized and were accepted or rejected. (^) Social attitudes are reflected in the author's choice of the nature of the problem (foreign invaders, an evil villain, a technological breakthrough -each representing social attitudes or fears), the nature of the hero, the means the hero uses to deal with the problem, and the nature of the resolution. (p.
Students in the present study were exposed to the social issues of Dr. Seuss. (^) Dr. Seuss' attitudes were reflected in his literature. (^) It will be determined if
Dr. Seuss' beliefs were recognized by seventh grade students in this researcher's study.
more about and further develop a meaningful relationship with students. Another reason to introduce social issues to students is discussed by Gramsci. (^) Gramsci insisted that readers are not passive learners and that knowledge is an interaction between the student and teacher (Weiler, 1988). Individuals must become conscious of their own function in the world (Weiler,
- and teachers and students are both involved in this awakening. An understanding of our own society must be introduced to students through teachers who respect the culture of their students and allow articulation of the students' own beliefs. (^) The Dr. Seuss literature presented in this project will help students understand society as applied to their own interpretations of the world. Reader-response helps :.n the expression of these interpretations. Perhaps this understanding may encourage students to discover their own values and to attempt to change necessary elements in society at large.
Studies Related to Reader-Response Because there has been a limited amount of research conducted about Dr. Seuss and his influence cn literature, the studies cited in this review dealt with reader-response in general rather than in connection with Seuss. Historical information on Dr. Seuss and his influence on education was available also. Specific details related to the Seuss books used in this current action research study are provided. These Seuss bocks were The Cat In The Hat (1957), The Sneetches and Other Stories (1961), The Lorax (1971), The Butter Battle Book (1984), and Horton Hears A Who (1954). In the preparation of this review, several search techniques were employed. A manual search using the card catalog and a GALIN computer search were used to gain information. A computer based ERIC search wa conducted, as well as a search through dissertation abstracts. The ERIC descriptors used were reader- response, Seuss, and audience-response. There were ten locations in ERIC involving these terms, to of which were used. Seven dissertation abstracts were checked
14 believe that the use of volunteers influenced the conclusions of Higgins' study since college students are, as a whole, well-educated and intelligent. (^) After short stories were presented, the students responded anonymously and a method of content analysis was used to analyze the responses. A second study was conducted by Kearney (1987) at New York University. (^) Kearney (1987) described and analyzed the processes involved in developing, teaching, and learning literature in a seventh grade classroom according to a reader-response approach. Since Kearney's study dealt with the seventh grade, which is also the age level considered for this project, Kearney's study may be especially relevant. One teacher and four students collaborated with the researcher in a year-long classroom study. (^) The length of time employed seemed adequate. (^) Data were gathered through classroom observations, interviews, student and teacher writing and interaction, and student-student interaction. (^) Out of eight findings, most dealing with the teacher (which was not relevant to this study), (^) one finding seemed conceptually linked to the project underway: (^) students grew in self-confidence as they
engaged in reader-response activities. A gain in self- confidence could affect a student's response, especially when social concerns are under consideration as in the Dr. Seuss' project. (^) Self-confidence could insure additional freedom in a student's feelings towards opening up with response. These studies offered some insight into the descriptive research techniques applicable to the classroom. (^) The actual dissertations were not available for study; therefore, information was recorded from the abstracts.
Reader-Response Perspectives and Comments According to the National Center for Educational Statistics, which financed a study of middle school writing, one reason for poor writing was that little time was spent on writing in the classroom (Henry, 1992). (^) Classroom teachers need to focus on research of this type and incorporate solutions into the students' curriculum. (^) Writing to learn focuses upon an active role rather than a passive approach to learning (Mayher, Lester, & Pradl, 1983). (^) Writers and readers work in conjunction with one another combining reading
