This study investigated whether adolescents' response to film is similar to or different from their response to literature and what these similarities or differences mean. Tenth grade students read two literary selections and viewed two films paired on the basis of similarities in treatment of subject and theme. Students' written responses to…

The literature written for today's teenagers is viewed from several aspects including choice of subject matter and style of presentation. (3 references) (NH)

Argues that "Pride and Prejudice" remains a convincing reworking of "Cinderella" that has universal appeal for readers. (HOD)

Analyzes the role of Jim in "Treasure Island" on the basis of his Oedipal relationship with adult father figures, and suggests the book requires a more careful reading than most adolescents give it. (RB)

This study presents the second of four reports of the results of the 1970-71 National Assessment of Literature. The educational attainments of nine-year-olds, thirteen-year-olds, seventeen-year-olds, and adults (ages 26-35) were surveyed according to the subjects' ability to become engaged in, find meanings in, and evaluate a work of literature.…

This collection of articles discusses the selection and use of literature for the adolescent reader. The essays can be used in classes preparing junior high or high school English teachers, or they can be used as continuing preparation by experienced teachers. The six sections of the book include: a general discussion of the literature classroom;…

Paper presented at Annual Convention of National Council of Teachers of English (Milwaukee, Wis., November 29, 1968).

This book offers suggestions for prospective and practicing English teachers on ways to help students appreciate both drama and fiction. Some of the questions treated are the differences between the reading of drama and fiction; the critical tools a teacher may use in approaches to specific works; how a novel may be taught on different levels…

This study presents the third of four reports of the 1970-71 National Assessment of Literature. The educational attainments of nine-year-olds, thirteen-year-olds, seventeen-year-olds, and adults (ages 26-35) were surveyed according to their ability to recognize literary works and characters. Five types of exercises were used: (1) an illustration…

Literature experts, educators, and a national cross-section of interested laymen were gathered by the National Assessment of Educational Progress to define major objectives in literature instruction, to suggest tasks to sample these objectives and exhibit the achievements, interests, and attitudes of those exposed to literature, and to describe…

It was the purpose of this study to design a secondary school curriculum in narrative and dramatic literature which would reflect the growth of structures of thought and behavior in early and middle adolescence. Based on Jean Piaget's theory of intellectual development which begins in the student's experiences and works toward…

A method of studying the responses of adolescents to literature was devised and utilized in analyzing the reactions of 52 ninth- and 10th-grade students to four short stories. Each story was divided into six sections and the students' verbal responses were recorded after reading each section. The resulting data indicated that, of the seven…