A COMPARISON OF COMIC BOOK AND NON-COMIC BOOK READERS OF THE ELEMENTARY SCHOOL

A COMPARISON OF COMIC BOOK AND NON-COMIC BOOK READERS OF THE ELEMENTARY SCHOOL

The author is concerned with the effects of reading comic books. No educational differences were discovered between readers and non-readers of comic books.The problem of this investigation reported in this paper was to find if children who read comic books to an excess differed from those who did not indulge in this activity. The factors considered were chronological age, mental age, educational achievement, socio-economic status, social adjustment, and personal adjustment.

The children considered in this study included all the pupils in the Farmingdale, New York, Elementary and Junior High School except those

in the first grade and those whose records were incomplete. Six hundred of the six hundred and thirty-five children enrolled were used in the study.

It was necessary in selecting the tests to choose those that had com parable forms for the primary, intermediate, and junior high-school grades, as well as those tests that were highly reliable. To obtain a mental age level,

the primary and intermediate forms of the California Short-Form Test of Mental Maturity were administered. The California Test of Personality was

used to arrive at a numerical evaluation of personality. The primary and intermediate levels of the Stanford Achievement Test measured school

progress. An inventory was constructed by the author to ascertain the comic books read by each child. This inventory included the names of all the comic books found on the ordering lists of the village newsstands.

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