Reading and Reporting on Books: Teacher Expectations and Student Outcomes

A study explored the match between teachers' expectations for book reports and the outcomes their students exhibit. Subjects, 67 fourth graders, 61 seventh graders, and 56 tenth graders from low, middle, and upper income groups in 9 schools in 2 different school systems, completed a questionnaire that included questions concerning their preferences in types of books and book reports, and their attitudes towards reading and assignments. The nine teachers of the subjects completed a separate questionnaire that included similar questions. Results indicated that: (1) across grade levels, teachers and students did not agree on the types of book reports that students preferred; (2) even though teachers stated that certain types of book reports would help them to reach their goals, they did not assign these types; (3) a favorable relationship for student/teacher responses with regard to types of books that students preferred existed only at the fourth-grade level; and (4) while teachers indicated that the primary goal of book reports was to increase the number of books read by students, 25% of fourth-graders, 40% of seventh-graders, and 60% of tenth graders indicated that book reports did not cause them to read more books. Findings suggest that, when it comes to book reports, teachers and students do not communicate well. (RS)