| College of Education |  |
2004
Clark, Nina
Children's Fiction with Characters Who Stutter
Twenty-five stutterers, 15 teachers and 17 speech-language therapists, were interviewed about the problems of stutterers and the best ways of helping. Eighteen books featuring a stuttering character were located and analysed and one author of a successful book was interviewed. The research identified seven books in which a stuttering character is treated positively.
Published: Talespinner #17, May 2004, pp.10-15
2003
Wallace, Desna
Verse Novels - Are They Suitable for 8-10 Year-Olds?
The report is based on the research of the relatively new genre of verse novels. Data was collected from 29 students (aged 8-10 years). Questionnaires were given out after classroom readings of selected verse novels. This was to gauge children's awareness, attitudes and experience towards poetry. The research was particularly focused on the exposure of the younger age group of primary school children. The results confirm there is little experience of the verse novel within this age group.
Published: Talespinner #17, May 2004, pp 4-8
2003
Vermeulen, Elriza C
Does a Full Primary School Library Cater for the Needs of Its Year 7/8 Students?
The project arose from a need to establish if a full primary school library could cater for the literature needs of its year 7/8 students on par with the local intermediate school library. The conclusion was students were satisfied with the full primary school library and believed it met their reading needs in the same way an intermediate school library would. (The author acknowledges a limitation of the research was that students had no basis for comparison as they had not visited other libraries).
2003
Poels, Veerle
Using Children's Literature in Child and Adolescent Mental Health Services to Explore Issues About Mental Health and Mental Illness
The research was directed by the hypothesis that children's literature can be a useful and alternative tool to talking in education and therapy for children and young people who present at a Child and Adolescent Mental Health Service. A thorough literature review was carried out on the influence of children's literature on the reader, young people's understanding of health and illness concepts and the use of children's literature on mental health issues as a therapeutic and informative tool.
2003
Eyles, Gill
This Kid Likes to Read on Horseback or Common Factors in the Development of Young, Avid Readers.
This research endeavoured to ascertain what young avid readers read, what their attitudes were to books and reading and how their home backgrounds had influenced these attitudes. It offers a report on a study of five children (three boys aged 6, 8 and 11 and two girls aged 9 and 11) from a small rural school. The findings demonstrated the paramount importance of parental reading habits. A large number of books in the home was also a factor as was the fact that these children had been read to on a regular basis.
2002
Robb, Jill
Are Sex-Role Stereotypes Still Alive and Well in the Field of Children's Literature?
Twenty 6-7 year-olds (6 male, 14 female) from two small rural schools were asked to identify the main protagonist in each of five picture books to see if girls identified themselves as "heroes". In some cases girls assumed boys were the heroes when this was not the case.
2002
McKenzie, Janelle
Boys' Reading and Teacher's Expectations
A year 9 class of 25 boys and their teacher participated. The project results reflected many of those found in current literature. The boys preferred to be active and tended to read mainly in structured settings. Opinions over whether individual book choice would benefit reading practices were divided. The boys believed having the choice would improve their reading practice. The teacher disagreed, believing the boys would tend to read the same book repeatedly thus limiting their reading ability. A possible "solution" emerged - the joint planning of reading programmes between students and teachers.
Published: Talespinner #15, May 2003, pp.4-11
2002
McGrath, Alison
Reading Aloud in the Classroom. Is the Practice of Reading Aloud to Children Surviving in Today's Busy Primary School Timetable?
This research project reports on the results of two separate surveys conducted at a large primary school in a provincial North Island city. The first survey was distributed to teachers and the second to selected children. These surveys attempted to gauge the value placed on reading aloud by both teachers and pupils, the time allocated to reading aloud and how confident teachers feel about their skill in this area. The results of the survey indicated that the practice of reading aloud to children is alive and well in the New Zealand primary school classroom.
Published: Talespinner #16, September 2003, pp.4-9
2002
Mayow, Linda
The Use of Bibliotherapy to Explore Bullying with Junior Children.
Tim Tipene's book Taming the Taniwha was used with two classes of year 2/3 children. In one class the process of bibliotherapy was used, in the other the book was merely read. Approximately 20 children in each class were interviewed before and after exposure to the book. At the end of the study the class that had experienced bibliotherapy had a much greater understanding of bullying and the strategies for dealing with the problem.
Published: Talespinner #16, September 2003, pp. 13-20
2002
Fryer, Andrea
Bogeymen under the Bed. Are Children at Risk?: Opposing Views on Frightening Stories.
Ten parents were interviewed to gather New Zealand opinions on the suitability of frightening stories for children. The results were mixed and there were no clear reasons given for children not to read scary stories.
Published: Talespinner #17, May 2004, pp.46-47
2002
Dunwoodie, Anna
Does Ethnicity Affect the Books They Choose to Read?
This research investigates the possibility of a link between the types of books young teenagers choose and their cultural upbringing by interviewing eight students at year 10 level in a multicultural school. A male and a female student were selected from each of the following ethnic groups: Polynesian/Maori, Indian, Chinese and New Zealand European. As keen readers they were asked to view and select two books of interest from 20 books selected to represent the different ethnicities. The results showed that they didn't feel that their own selection was affected by their ethnicity and if anything, they were less interested in books about other cultures, even their own ethnic minority. The representation of ethnicity was not a major factor in book selection.
Published: Talespinner #16, September 2003, pp.34-40
2002
Crawford, Scott
Graphic Novels: An Exploration of Sequential Art
This research is essentially a literature review exploring graphic novels as a recently recognized genre of sequential art. It begins with an historical appraisal from their comic origin, considers their current status in schools and libraries, and anticipates future trends. A research component briefly explored the response of year eight children to a cross-section of graphic novels indicating some gender preferences.
2002
Cotman, Christine
Experiences of Story for Infants and Toddlers on a Wet Day in Childcare
Nineteen educators at two North Island childcare centres responded to a questionnaire about what kinds of story experiences they offered to children under two years and six months old, over a one-day period. A diverse range of experiences were found to be offered to children, with emphasis on reading aloud from a picture book and presenting story through songs and rhymes.
Published: Talespinner#15, May 2003, pp.34-40
2002
Conroy, Anne
Time to Sheathe the Silver Sword?: What Fiction Are Teachers Currently Reading to Y 7 /8 Children and How Do They Choose What to Read?
Eleven teachers from three schools were surveyed to discover what read-aloud fiction they were currently reading to year 7/8 students and what criteria they considered when making their choices. It was found that though teachers preferred to read personal favourites, they were also reading a wide range of recent publications.
Published: Talespinner #17, May 2004, pp.24-28
2002
Ball, Mandy
"It's Cool to Read": Maori Students Talk About Books
The purpose of this study was to find out what types of books Maori student preferred to read. Two rumaki classes (full-immersion Maori) with 52 children aged between 8-11 participated in individual interviews and group discussion during a six-week unit that focused on picture books. Results showed that all of the students liked reading picture books, many preferred books written in English, and TV programmes strongly influenced their choices.
Published: Talespinner #15, May 2003, pp.13-19
2001
Reid, Carolyn M. G.
Look out Harry! Your Predecessors Are Showing.
In small rural schools it is difficult to match suitable reading material to the wide variation of ages and interests encountered in a single multi-level classroom. Eleven year 5 to 8 students took part in the research aimed at discovering whether they were aware of a wide variety of works of fantasy and whether the recreational reading opportunities provided by the genre were equally attractive to children aged 9-13.
Published: Talespinner #13, May 2002, pp.50-56
2001
Ramsey, Janet Ann
And the Moral of the Story Is.... Are Children Able to Interpret Literature Beyond the Level of a Story?
The research project reports on a survey carried out with 10 year one and two pupils, five girls and five boys, which looked at Michael Forman's War and Peas (1974). The research aimed to discover if children were able to construe meaning from the story beyond the level of the plot.
Published: Talespinner #13, May 2002, pp.4-11
2001
Edgar, Jane
Booked on the Web: Cyber Searching for the Best Book Sites for Children
Twenty web sites relating to children's authors and illustrators, publishers, NZ books and book links were rated by 30 student researchers based on a site's authority, navigation, design, content and appeal. The research suggests it is possible to help children become discriminating users who think critically about the quality of website construction and information.
2001
Fraser, Kimberley
How Do Children Think? Interpretations of the Paper Bag Princess
Four children (2 boys and 2 girls) were interviewed about their interpretation of the (role reversal) story The Paper Bag Princess by Robert Munsch. Most children thought that the story would end in the marriage of the prince and princess.
Published: Talespinner #12, September 2001, pp.51-53
2000
Watts, Jacqui
When We Were Very Young. Adults Reflect on What Makes Children's Literature Memorable.
This research aimed to identify what makes a children's book memorable, by interviewing 40 adults and reviewing critical literature. As well as such factors as memorable characters, subject matter, action and adventure, importance was placed on the book being part of a series and on how the book was introduced or acquired. Both literary and psychological factors affect a book's memorability,
Published: Talespinner#11, May 2001, pp.34-42
2000
Watt, Donna
Hide Those Books! The Censors Are Coming
A case study compared the theoretical personal stance taken by a selected group of five teachers and Board of Trustee members on the issue of censorship and book challenge, to their actual response to a range of controversial texts. It appeared that the stated personal stance of participants did not always match their response to controversial texts.
Published: Talespinner #11, May 2001, pp.53-60
2000
Poulter, Maureen
Images in Picture Books: What Do Children See?
Ten year five and six children aged between 9 and 10 were interviewed on what meanings they attributed to illustrations in Anthony Browne's A Walk in the Park.
2000
Perkins, Maureen
Picture Books and Mathematics: Weaving the Strands Together in Early Childhood
More and more educators are advocating the use of children's literature in the mathematics curriculum. This study attempts to discover how well a range of mathematical concepts are covered in a small random selection of picture books aimed at under six year olds. The concepts are linked to the strands of the New Zealand schools mathematics curriculum and finds that one strand is not represented at all though numeration and mathematical processes are well covered.
Published: Talespinner #12, September 2001, pp.4-8
2000
Ivamy, Tina
To Read or Not to Read. Factors That Influence 11 and 12 Year Old Girls When Choosing a Book
The research is based on a questionnaire completed by 23 year seven and eight pupils which looked at what factors make a book popular for girls in this age group. Results showed that curiosity is a leading factor in encouraging children to read a story. The other was recommendation from peers, family or a teacher.
Published: Talespinner #12, Sept 2001, pp.36-39
2000
Gallagher, Islay
Early Steps into Literature
This paper investigated the choices 5 year-old children made in recreational reading. It was found the children enjoyed a variety of topics, and that colour and appearance of books are an important factor in choice. Parents were given the opportunity to offer opinions for their children's preferences as 5-year olds were often unable to express their own reasons adequately.
Published: Talespinner #16, September 2003, pp. 21-24
1999
Becker, Beth
Seeing Double: Subplots in Illustrations
Two educational book editors and three children's book illustrators were interviewed to establish a definition of a visual subplot and to discover how subplots were perceived by those working in the field. Two groups of five and six-year-old children examined books in the Ready to Read series over a period of six weeks. Their comments were matched against subplot details listed by the researcher.
Published: Talespinner #7, May 1999, pp.10-19
1999
Woolsey, Lisa
A Question of Values: Value Systems Portrayed in the Award Winning Children's Literature of Four Countries.
Five of the most recent award winning books from each of the four countries were analysed using the Rokeach Value Survey to identify if there were any significant similarities or differences regarding the importance of values expressed in the content of the books.
Published: Talespinner #9, May 2000, pp.12-17
1999
Sutherland, Adrienne
Lest We Forget: An Investigation of Picture Books with a War Theme
This research analyses twenty picture books with war themes. It reports on the responses of 28 Year 8 pupils to two different books from the 20 selected. Their responses highlighted the value of adult-sharing of such books to provide background information and discussion for fuller understanding. Further investigation of all 20 books by a smaller group of these students revealed a preference for fact-based literature when war is the central theme of a story.
Published: Talespinner #9, May 2000, pp.20- 32
1999
Scrimshaw, Diana
Does Killing Dragons Turn a Princess into a Feminist? : Subjecting Modern "Feminist" Princess Stories to Feminist Literary Criticism
Eleven "feminist" princess stories, ranging from picture books to a teenage novel were subjected to feminist literary criticism. Far from promoting feminism, many of these stories were found to subvert its teaching. Criticism reveals that only one of these works is truly feminist.
Published: Talespinner #10, September 2000, pp.16-23
1999
Paton, Heather
Sugar and Spice? The Characteristics of Little Girls in Modern Children's Picture Books
Twenty nine picture books published since 1990 and featuring a small female child protagonist were analysed and compared with the characteristics of small girls in the researcher's family, in a small rural playcentre and in a junior class of an urban primary school. Although they shared many characteristics, the picture book protagonists were more likely to show independence and less likely to be nurturing or involved in domestic tasks.
Published: Talespinner #10, September 2000, pp.53-64
1999
Menefy, Diana
A Story to Tell: The Process of Writing for Children
This research project reports on the results of a questionnaire sent to 56 established New Zealand children's writers with the aim of finding out what process, if any, they used when writing. A literature review of other writers interviewed also supports the statements made by the New Zealand writers. The results showed there is no one particular process children's writers follow.
Published: Talespinner #9, May 2000, pp.50-55
1999
McVeagh, Janine
Heroes, Witches and Dragons: Myth and Folktale in the Senior Novels of Margaret Mahy
Seven novels, one science fiction/fantasy, two fantasy and four realistic are examined regarding pattern and form particularly as they relate to European myth and folktale which were a formative part of the author's childhood reading.
Published: Talespinner #8, September 1999, pp 17-22
1999
Corbett, Petre
Try It - You'll Like It. A Look at the Role of the Teacher in Recommending Books to Students
This study investigates teacher's perceptions of their role in matching students and books in recreational reading sessions in the library in the senior primary school.
1999
Braid, Christine
Life the Universe and Everything: Story as a Complex Experience.
The research posed the question: 'What is the nature of experiences made available to readers in children's books for 10-14 year olds?' Twenty books were selected and a questionnaire given to a 12 year-old reader. Fourteen different complex themes were identified.
Published: Talespinner #10, September 2000, pp.4-14
1999
Boyce, Janice
Aliens and Other Strangers
Thirty-two children's science fiction books were analysed to find out what New Zealand authors thought aliens might be like, and what our reactions to them might be.
Published: Talespinner #11, May 2001, pp.4-9
1998
Whelan, Heather
What Is the Nature of Children's Enjoyment of Literature?
A class of 22 Year 2 children completed a six-week intensive literature-based programme and afterwards responded to a questionnaire.
Published: Talespinner #12, September 2001, pp.42-48
1998
Strauss, Pat
An Exploration of the Use of Picture Books in the ESOL Classroom.
Observations by a teacher presenting an intensive language course to a group of African refugee children in a New Zealand classroom. A list of books used in the programme is included.
Published: Talespinner #8, September 1999, pp.42-50
1998
Helm, Rachel
Traditional Teaching Versus the Total English Dramatic Storytelling Method in ESOL Vocabulary Retention: Which Assists Medium-Term Retention of New Words? A Study of English Language Teaching in Japan.
Two classes of 12 and 13 year-old students of English at a Japanese high school took part in the study. One class was taught English by traditional methods, the other was taught using the Total English Dramatic Storytelling (TEDS) method. Results showed greater medium-term retention of vocabulary using the TEDS method.
Published: Talespinner #6, September 1998, pp. 49-54
1998
Harris, Juliet
Eyes or Ears? To What Extent Do Children Use Illustrations to Help Them Understand Stories?
Year 1/2 children in a rural West Coast school were read six traditional stories. After the first reading of each story, four children were interviewed. The children were then shown an illustrated picture book featuring the story and children were interviewed again. Children understood the stories equally well with and without illustration, but 58% preferred the illustrated stories.
Published: Talespinner #7, pp.4-9
1998
Hancock, Kay
Choosing to Read: A Study of the Recreational Reading Habits of Three Newly Independent Reading Boys.
Three boys were identified as newly independent readers in a Year 2 class. They were observed during classroom reading and library sessions, their parents kept records of their home reading and running records were taken on extracts from books they selected. All three enjoyed reading and regularly chose chapter books from the school library, but only one child had actually managed to complete a chapter book.
Published: Talespinner #8, September 1999, pp.52-60
1998
Grant, Jo
Here's a Great Book - Why Don't You Read This One?
An investigation of the choices Year 6 (10-11 year-old) children make in recreational reading and the influences of teachers or librarians. It was found that the children read an acceptable number of books over the period of the investigation, but did not challenge their abilities. They took out only a few of the books recommended to them.
Published: Talespinner #9, May 2000, pp.57-60
1998
Besley, Katharine
What Do Children See as Important in a Magazine?
Attitudes to children's magazines held by 23 seven and eight-year-olds were examined. Most enjoyed reading magazines and the research identified children's three major preferences for magazine content.
1998
Wiseman, Val
What Use Do Teachers Make of Literature across the Curriculum in the Middle (Urban) School?
Eighteen teachers (10 male, 8 female) responded to a questionnaire concerning their use of literature across the curriculum with children in years three and six. It was found that teachers were most likely to use literature in social studies and science and least likely to use literature in physical education and Maori
1998
Williams, Anne
“But I Hate Reading, Miss!” a Study of Adolescent Reluctant Readers.
This study sought to build a profile of adolescent reluctant or aliterate readers. Twenty-five Year 9 students, who had been identified as reluctant readers, were interviewed using a structured questionnaire. Data reaffirmed that the students were individuals and that there were many factors influencing their reading backgrounds, However, some commonalities were apparent and a selection of indicators of aliteracy was developed.
Published: Talespinner #7, May 1999, pp. 21-27
1998
Pinion, K. R.
Shared Reading with Deaf Students.
This research looked at the compilation of a list of suitable books for sharing with deaf students. The predominant feature of books to share with deaf students is predictability. Along with information obtained from articles and personal experience an annotated bibliography has been produced.
1998
McRae, Joan
High Expectations: To What Extent Do Our Libraries Respond Positively to the Needs of Chinese Children?
Information was obtained from three libraries regarding the availability and use of books and other resources portraying the Chinese culture. Each library had an Asian language section. A library search for books related to Chinese children and their families yielded 20 books which were evaluated in terms of whether Asian people were represented as part of a social group or groups.
1998
Gousmett, Glenise E.
There's No Place Like Home. A Study of Books and Children in Home Based Early Childhood Education.
Ninety-five home-based carers responded to a questionnaire on their use of books in the home-based care setting. Results showed a high use of books in a variety of settings. The home-based carers read often to children, provided a variety of genres and introduced children to libraries. They had some education regarding books and children and showed a willingness to learn more.
Published: Talespinner #7, May 1999, pp.55-60
1998
Dowman, Ion
How Are Literary Motifs and Themes Reflected in Fantasy “Storying” Games?.
This study draws comparisons between computer games and children's fantasy literature to discover ways in which story elements are presented. It was found that magic, in books, is generally constrained to achieve some natural balance. It is “rational” and obeys some “law of nature”; the rationale of magic in games, however, is often very dubious.
1998
Dawson, Michelle
Read It Again, Mummy!.
Parents of 20 three-year-old children were interviewed regarding the process of introducing books to their child. Mothers were found to be the predominant readers, consciously introducing their babies to books before the baby reached six months of age.
Published: Talespinner #7, May 1999, pp.47-51
1998
Adams, Vicki
Food, Glorious Food? The Role of Food in Children's Picture Books.
Thirty-three books featuring food in the title or illustrations and 34 randomly selected picture story books were analysed. It was found that a well balanced diet was reflected in the first selection and also in the 64% of randomly chosen books that also featured food.
Published: Talespinner #8, September 1999, pp.4-13
1997
Thomson, Maria Cristina
“List' to Me and I'll Tell You ...” Developing Comprehension through Storytelling with Spanish Speaking ESOL Students.
This investigation compared the use of the aural/oral storytelling method with the reading aloud method in helping Argentinean ESOL students to develop greater global understanding of English. Though results were not conclusive, there was some indication of the superiority of the aural/oral method.
Published: Talespinner #6, September 1998, pp. 55-60
1997
Shaw, Barbara
The Class Book Collection. Are Schools Providing a Well Balanced Literature Environment? An Investigation of the Books Selected and Their Usage in a Year One Classroom.
Eleven teachers of Year One children in a South Island rural area were asked to respond to a questionnaire on how they selected books for the classroom, the types of books they selected and how they used the collections in their rooms. Although teachers felt a book collection was important, most did not have a selection plan and the majority believed that they could have a better literature environment.
1997
Langley, Kate
Picture Books Are Babyish: How Do Year 9 Students Respond to Picture Books?
Two year nine classes (26 girls, 21 boys) took part in a picture book reading programme as part of normal English lessons, using a total of 140 books. At the outset, 74% of students felt that picture books were for younger children. Analysis of student response journals revealed an increasing sophistication of response (in terms of Thomson's six stages of reader response) over the period of the study, and by the end of the study 74% of students decided that picture books could be for any age.
Published: Talespinner #5, May 1998, pp.11-16
1997
Bastin, Shirley
Fairy Tales - a Grimm Decline?
This is study of 5, 10 and 11 year-old children and their parents. It was found that fairy tales do feature to some extent in children's lives. Five-year-old children seem to enjoy fairy tales and towards the end of childhood almost all children are familiar with most of the well-known fairy tales.
Published: Talespinner #5, May 1998, pp. 48-53
1997
Moore, Val
What Do Rhyming Picture Books Offer the Younger Reader?
Matched pairs of rhyming and non-rhyming texts were read aloud over a period of several weeks to a class of 26 seven-year-olds. Language patterns and characteristics of the selected books were analysed. Data indicated that children had a slight preference for the rhyming picture books, but results were inconclusive.
Published: Talespinner #6, September 1998, pp. 4-11
1997
McVeagh, Janine
Nga Pukapuka Maori. Is the Range and Depth of Children's Books in Maori Meeting Maori Children's Needs?
This research examined whether the numbers and range of children's books in Maori were sufficient for the needs of increasing numbers of children learning Maori. New Zealand Publishers' lists were examined, two libraries were visited and three individuals were questioned: a kaiako of a rural Kohanga Reo, a senior teacher responsible for a total immersion whanau (3 groups) and a young mother of three children attending Kohanga Reo and Maori immersion classes. It was found that there is not sufficient range of material in Maori to keep readers in material. Pre-school children and senior school children are least well served.
Published: Talespinner #5, May 1998, pp.17-27
1997
Luxton, Ann
Let's Face It: Children's Perceptions of Character Based on Illustration.
Ten children from each of Years 1, 3 and 6 attending a city primary school were asked to decide whether a person in a story book was a “goodie” or a 'baddie' solely by the way the character's face was drawn. The researcher was concerned that illustrator might be reinforcing stereotypes by depicting good characters as beautiful and bad characters as ugly. However, findings did not appear to bear out this assumption.
Published: Talespinner #5, May 1998, pp.4-9
1997
Jury, Faye Kathleen
Roald Dahl - What Do the Children Think?
Dahl's stories arouse strong debate among literary critics so 26 year five and year six pupils, aged 9-11, were asked to respond to a questionnaire about the books of Roald Dahl. All of the children enjoyed Dahl's stories. Among the reasons cited were humour, fast action, descriptive language and excitement. It was found that what children liked and disliked in Dahl's books was often not what adults liked and disliked.
Published: Talespinner #5, May 1998, pp.54-60
1997
Brooker, Dee
What Factors Influence 9-11 Year Old Primary Children's Choice of Fiction Books in a Primary School Library?
This research project presents the results of structured interviews carried out in a class of 28 children in a middle-sized rural school. Children were asked to consider a wide variety of variables that might affect their choice of fiction library books in a primary school library. The results confirmed the paramount importance of covers in choice of books, but also showed that many other factors are involved when children choose books.
Published: Talespinner #6, September 1998, pp.14-22
1996
Lovell, Jane
Yeeha Grandma! There's Life in the Old Girl Yet. The Portrayal of Grandparents in Children's Picture Books.
Twenty-six picture books from a primary school library were assessed for their portrayal of grandparents, particularly in relation to pupils' experiences of their own grandparents. It was found that the cultural and ethnic diversity of the school was not catered for, that illustrations were often stereotypic, although not supported in this by the narrative, that grandparents were often treated as “singles” which did not reflect actuality, and that few grandparents were shown as having a social life in their own right.
Published: Talespinner #2 November 1996, pp. 52-59
1996
Gravenor, Pam
Judging a Book by Its Cover. A Survey of Children's Preferences in Book Cover Design.
263 children aged 10-13 were surveyed on their preferences in book cover design. Elements considered were illustration style, colour scheme, viewpoint, covering and style. A similar survey was sent to New Zealand publishers. The publishers' opinions matched the children's with one major exception.
Published: Talespinner #3, May 1997, pp.11-17
1996
Glenn, Jennifer
Fantasy: Tool or Turn-Off for Reluctant Readers?
From a belief that imagination is essential to learning and that material from the genres of myth, legend, folk, fairy and fantasy fosters the development of the imagination, an investigation was made to determine the use of such material with adolescent reluctant and/or recovery readers. It was found that such material is not extensively used with these students.
Published: Talespinner #4, September 1997 pp.54-60
1996
Cushen, Mary
Twins: The Fascination Factor. How Does Children's Literature Respond to the Societal Differences between Identical and Fraternal Twins?
A grounded theory approach was used to collect data from parents of six sets of twins (identical boys, identical girls and two sets of boy/girl pairs). The parents' information was used to create a check list with which to analyse 21 books for children and young adults that featured twins.
Published: Talespinner #4, September 1997, pp. 44-51
1996
Aslund, Maggy
Mythological Creatures in Children's Literature.
This research was undertaken to explore and analyse the existence and enduring presence of mythological creatures in children's literature. A list of 426 books was assembled and 71 books were analysed and a questionnaire was used to find out the extent of children's knowledge of creatures portrayed. The dragon over ruled all other creatures both in its preponderance in the literature and its appeal to young readers. In general, mythological creatures were treated as harmless and endearing beasts in books for the very young, gradually evolving into mythically authentic beings of power and danger with the increasing age of the reader.
Published: Talespinner #3 May 1997, pp.3-8
1996
McLean, Julie
Pride, Prejudice or Persuasion! Do Today's Children Want to Read the Classics?
All form One, Two and Five students at an Area School were given a classic book to read and then asked to answer a questionnaire. It was found that children had not been interested in reading classics for their own personal reading, but they did enjoy the classics they were asked to read for class. Children said they would read a classic book at some future date, now that they had been exposed to them.
Published: Talespinner #6, September 1998, pp.35-38
1996
Deadman, Elizabeth
The Impossible Made Likely. Modern Fantasy for 9-11 Year Olds.
Twenty-six 9-11 year olds each selected a fantasy book to read critically. In a follow-up questionnaire they were asked about story-line, credibility and enjoyment. Their responses were charted and analysed. The majority found fantasy credible, enjoyed it and wanted to read more.
Published: Talespinner #3, May 1997, pp.37-44
1996
De Joux, Kathy
Cat or Hat or Mat? A Study of Children's Skills of Prediction.
Data was gathered from interviews with children in which they were read extracts of poetry, fiction prose and non-fiction prose from which key words had been omitted. Results showed that children were more successful at predicting words in poetry passages than in prose passages.
1995
Watt, Ann
Hidden Treasures: Sophisticated Picture Books for Older Readers.
Since picture books are generally found in the children's section of a library, sophisticated picture books are likely to miss their target audience. This study surveyed 12 children's literature specialists and 87 school pupils (forms 1-4) to test the desirability of setting up a special collection of SPBs in a small urban library. An extensive bibliography of relevant literature is included.
Published: Talespinner #1, July 1996 pp.6-14
1995
Purcell, Uta.
The Implied Reader in Maurice Gee's the Fat Man. Is This Novel Aimed at the Junior Reader?
The Fat Man was the controversial Aim Book Award winner in 1995 for junior fiction. The research sought to establish whether it was indeed suitable for 8-13 tear-olds by analysing the text in terms of Booth's concept of implied reader. It was found that in terms of Booth's criteria the book was not a junior novel.
Published: Talespinner #2 November 1996, pp. 44-50
1995
Poole, Naomi
Red and Yellow, Pink and Green. Children's Understandings of the Meanings of Colours.
Adult associations for ten different colours were established by surveying 14 school staff members. Fifteen children from three different classes (Age groups 5-7, 7-9 and 10-12 years) were then asked for oral responses to a selection of coloured picture book illustrations. Findings suggested that children gather colour information as they grow, but how they use that information to decode colour depends on their stage of development
Published: Talespinner #4, Sept 1997, pp.4-8
1995
O'Leary, Desmond.
What Do Young People Actually Read? A Study of the Recreational Reading of Form One Students.
All Form 1 students (n=146) at a F1-7 secondary school completed a questionnaire three times a week for three weeks in which they recorded what they had read. It was found that very little non-fiction was read in comparison to fiction and that girls read more than boys. Three authors accounted for 51% of all books read, boys and girls had different interests and Maori boys were most likely to identify as non-readers.
1995
Hopkinson, Lynne.
What Is the Value of Wordless Books in Developing Critical Thinking? Can Children Develop Their Skills in the Areas of Planning, Forecasting, Communication, Decision Making and Evaluation Following a Thinking Skills Programme Based on Wordless Books?
In this study two matched groups of four children aged 6-8 years were observed interacting with 27 wordless books in the classroom. The children were pre-tested on the materials in the five thinking areas and then the experimental group was given instruction in thinking skills Post testing revealed that the experimental group had developed higher levels of skills than the control group.
Published: Talespinner #2, November 1996 pp. 13-20
1995
Hope, Raewyn.
Eccentric Books. Can Unusual Books Be Used Successfully to Encourage Reading?
Adults using interactive/novelty books were observed in three different situations. They were: a librarian with a group of six-year-olds (five good readers and five resistant readers); a remedial reading teacher with two boys and two girls working on the Reading Recovery programme, and a caregiver working with a special needs child. Data analysis suggested that in each case children's attitudes were positively influenced by the use of eccentric books
1995
Hooper, Pamela.
Children: Their Preferences for Reading Fiction and Non-Fiction Books.
Thirty standard two and three children (8-10 year-olds) were asked to keep a diary of the books they read during 'sustained silent reading'. In addition the children selected the five books from the library they would most like to read. All groups preferred to read fiction, with the exception of less able boys.
1995
Henry, Elizabeth.
Setting and Multiculturalism in New Zealand Children's Picture Books. An Analysis of Recently Published Children's Picture Books in New Zealand.
Fifty children's picture books published in the previous six years were analysed in terms of characters' ethnicity, use of language other than English and identifiable New Zealand settings. Overall, with some reservations, it was found that New Zealand children's picture books have a significant New Zealand dimension and reflect New Zealand's multi-cultural society.
Published: Talespinner #1, July 1996 pp.37-43
1995
Hammond, Barbara.
Recreational Reading and Reading Recovery Graduates. Book Preferences and Recreational Reading Habits of Standard Four Children.
A comparative study of 12 children aged 9-11 years, six of whom had received reading recovery and six had not. No significant differences were found between the Reading Recovery graduates and others in terms of recreational reading, but it was noted that children had difficulty in accessing suitable reading material from the school library.
1995
Gallagher, Sally.
Bridging the Gap. How to Select Material to Encourage Newly Independent Readers.
An investigation of the quality, scope and required reading age of series titles currently available for the newly independent reader. Spread-sheet analysis of a wide range of texts showed that required reading age was from 5 to 12 years, standards were generally high and content varied. Comprehensive book lists are included.
Published: Talespinner #1, July 1996 pp.48-58
1995
Bird, Beverley.
Happy Ever After? The Family Portrayed by Children's Picture Books.
Fifty children's picture books available in a small rural town library were analysed to see how they portrayed the modern family. The books covered a wide range of family types, experiences, topics and parental roles. It was concluded that modern picture books are keeping pace with the changing circumstances in family life.
1995
Tolladay, Margaret
The School Library - Does It Cater for Student's Needs? A Survey in Response to the Decrease in Issues at a Secondary School Library.
A questionnaire was administered to a representative sample of 61 students and 20 staff to find out whether the school library was meeting needs. It was found that while students had differing expectations, the library was not meeting needs as well as it could. Suggestions for improvement are noted.
1995
Marshall, Wendy.
Are Our 'Earthkids' Getting the Message? An Investigation into What Impact Conservation Issues in Picture Books Have on Children.
The study examined written and oral responses of 37 standard 1 and 2 children to a collection of books on the topic of conservation. It was found that children had not previously experienced such a wide range of books on the topic, but that they did understand the message. It was not clear why some books appealed more than others.
Published: Talespinner #3, May 1997, pp.33-36
1995
Direen, Denise
Book Buying in School Libraries, Hit or Miss? Do Teachers with Library Responsibility Have the Time, Skills and Available Product to Select Books Which Meet the Needs of Pupils and Staff?
Teachers with responsibility for library book selection and purchase were interviewed at a random selection of 16 primary schools. Most were confident of being able to select appropriate books for their children, but some did not operate from a prepared buying plan and the majority did not have qualifications specific to children's literature.
1995
Ackerley, Janice.
What Is "the Right Stuff" for Early Adolescents? A Study of Reading Preferences of Form 3 Students at a Large Co-Educational Secondary School in a Rural District.
Form 3 students (n=236) were surveyed regarding their reading preferences, what they looked for in a book, how much they read and whether they enjoyed reading. Gender differences were found to be more significant than ability differences in choice of fiction or non fiction, but there were some differences between ability groups in genre preferences.
Published: Talespinner #4, September 1997, pp. 12-19
1994
Sinclair, Sheila.
Value for Money. - Is the School Library Buying the Books the Children Want to Read? An Exploration of Children's Reading Interests at an Integrated Primary School.
A questionnaire was used to establish the recreational reading habits of students in standard 4, Form 1 and Form 2 (31 boys, 42 girls) at a small integrated full primary school and a comparison was made with actual book purchases for the school library over two and a half year period. It was found that on the whole, children's needs were being met.
1994
Scarrot, Mary
Immigrants and Refugees in Contemporary Children's and Young Adult Fiction: A Recommended List.
Twenty-eight works of fiction for children, dealing with the immigrant/refugee experience were analysed in terms of four stages: Decision, Journey/Flight, Transition and Adjustment, and an annotated bibliography was compiled. Only six books dealt fully with the immigrant/refugee experience as it applied to their particular characters, but all stages were represented across the collection.
Published: Talespinner #3, pp. 50-60
1994
Johnson, Jilaine
Perceptions of Reality. What Intermediate Age Children Perceive as "Realistic" Fiction.
Students in three Form 1 and 2 classes were given a questionnaire asking them to rate a novel they had recently read in terms of credibility if its characters, setting, theme, problem and solution. Over 84% of students rated their novels as credible in terms of characters, setting, theme and problem and over 67% rated the solution credible. The research yielded lists of novels currently being read by the children as well as suggestions from the children about what they thought the authors had done well or could do better.
Published: Talespinner #2, Nov 1996 pp.4-9
1994
Grey, Marie
And They Lived Happily Ever after - Not Necessarily. An Investigation into Children's Picture Book Endings.
A class of five-year-olds (n=16) identified sad and happy endings in well known nursery rhymes and a class of standard 3/4 children (n=31) reviewed books with sad endings. Results were inconclusive as children differed in their ideas of what constituted a sad ending. However, children were not generally upset by endings they felt were sad.
1994
Finnerty, Rosalba.
Handle with Care. The Use of Bibliotherapy by Families Facing Relocation.
A selection of books on relocation was rated on criteria for bibliotherapy established by Jalongo (1983). A questionnaire was also administered to parents in 40 families with 5-10 year-old children. Of 21 families who had moved house, 17 (80%) recorded an increase in stress levels and 6 (28%) reported having used books to help children cope with domestic trauma. Books identified by the researcher were not readily available to families in some parts of the country.
Published: Talespinner #1, July 1996, pp.15-18
1994
Esler, Lloyd.
Museum Fiction for Children. How Has the Museum Been a Source of Inspiration for the Writers of Books for Children?
Forty-two children's books referring to museums were located and analysed. The most commonly occurring topic was security. Other topics included non-human characters with human thoughts, museums as suitable places for children to visit, objects coming to life, valuable objects and dinosaurs. Most commonly occurring topics in museum stories written by 31 children were: tuatara, characters or objects shrinking or growing, museums as scary places and objects coming to life.
1994
Dunlop, Elizabeth.
Gavin Bishop's Picture Books. What New Zealand Elements Do They Contain?
A class of 28 standard 2 children were shown and read 13 of Gavin Bishop's picture books over a period of 4-5 months. With their teacher they decided which elements in the books were a reflection of New Zealand landscape, flora, fauna and lifestyle.
1994
Bycroft, Shona.
This One Will Do. How Six-Year-Olds Choose Their Library Books.
This observational study focused on twelve six-year-olds' choices of books from the school library. The resulting data showed that children's peers may influence choice but there was no definite plan of book selection.
Published: Talespinner #4, September 1997, pp.9-19
1994
Valois, Mary.
Children's Book Awards. Do Judges See Eye-to-Eye with Children?
Two matched groups of children were given the five books short listed for the Esther Glenn Award. The children were asked to read the books and reach a consensus on which book should receive the award. The control group was given no directions; the experimental group had clear directions and used the same criteria as the award panel. The two groups selected different winners and neither group agreed with the Esther Glenn Award panel.
1994
Taylor, Shirley
The Great Unread. Do Children Like Award Winning Books Selected by Adults?
Five Carnegie Medal winning books and five Newberry Medal winning books were analysed according to criteria identified by Pascoe and Gilchrist as very important for the enjoyment of books among school children. It was found that the books, though challenging and innovative, did not always match children's criteria for enjoyment.
Published: Talespinner #2, November 1996 pp.33-40
1994
Nicolson, Lynne
Therapeutic Storytelling Intervention. The Modern Fable - Can It Facilitate a Positive Rite of Passage for Contemporary Children?
A critical analysis of Gem of the First Water by Ron Phillips with Dan Brewer, published by South Pacific Counselling Services Ltd, Kerikeri, NZ 1993. It was concluded that the reader could learn from the mistakes and experiences of the boy protagonist, but that such a text could provide a very powerful means of persuasion and should only be used with guidance and adult supervision. The world-view presented lacked balance as it was essentially male and hierarchical.
1994
Macdonald, Valerie
A Poem a Day: Does the Use of Poetry in the Classroom Give Children Increased Control over Oral Language?
The subjects of this study were standard one and two children in a remote rural primary school. The experimental group (10 boys and 10 girls) was exposed to a six-week poetry immersion programme while the control group (12 girls, eight boys) followed the regular language programme. Pre- and post-Tests of Oral Language were given to all children and results compared. Pre-tests showed that only eleven of the forty children performed at a satisfactory level. In the post-test it was found that a further five children had reached a satisfactory level and these were all from the experimental group.