Young Children's Limited and Narrow Exposure to Informational Text

Abstract

Despite arguments for more fully including informational text in early childhood classrooms, research suggests that young children's exposure to the genre is quite limited. This article focuses on the informational books that children do encounter, specifically through read‐alouds, and describes the narrow focus of those books. Informational read‐alouds are overwhelmingly on topics of life science. The authors advocate for both increasing and broadening the informational books read aloud to young children and provide recommendations for ensuring productive read‐aloud experiences.

Making the Case for Using Informational Text in Preschool Classrooms

“…As the teacher introduces the content of the book, utilizing props related to the book assists children in identifying and understanding the concepts and vocabulary contained in the material. Also necessary in the book introduction is a focus on previewing the book and drawing attention to images or features of the book in order to pique the children's interest or prompt their thinking about the topic (Yopp & Yopp, 2012). For optimal interaction, it is important for teachers to invite conversations during the reading process through routines such as "turn and talk" in which students respond to a question by turning and talking to a neighboring child during the reading experience.…”

“…In addition, follow up discussions using the vocabulary of the text is important. These discussions serve to further connect children's previous knowledge and experiences to the new information gleaned from the text (Yopp & Yopp, 2012).…”

“…Looking specifically at the preschool classrooms in the study, 5% of the books read aloud were informational text. In a follow-up study, Yopp and Yopp (2012) discovered that science read-alouds outnumbered those in other content areas with 85% of selections addressing science topics related to animals, earth and space science, and engineering/technology. During first grade classroom observations, Duke (2000) found that an average of 3.6 minutes per day were spent with informational text.…”

Lire des textes informatifs ou narratifs aux élèves ? Choix et conceptions des enseignants

“…Il n'est donc pas surprenant que de plus en plus d'enseignants optent pour ce soutien à l'enseignement qui offre de multiples possibilités pédagogiques dans plusieurs matières scolaires. Or, bien que l'on puisse se réjouir de l'espace grandissant qu'occupe la littérature jeunesse dans les salles de classe, des chercheurs déplorent le fait que l'on n'offre pas suffisamment aux élèves du préscolaire et du primaire l'opportunité de se familiariser avec les divers genres de textes, notamment les textes informatifs (Gagnon et Ziarko, 2011 ;Ness, 2011 ;Pentimonti, Zucker, Justice et Kaderavek, 2010 ;Yopp et Yopp, 2012). En effet, cette situation est préoccupante, puisque les élèves sont appelés à lire des textes informatifs dont la complexité augmente graduellement d'un niveau scolaire à l'autre.…”

The Effect of Reciprocal Mapping on High-Risk Sixth-Grade Students' Social Studies Achievement

“…Yopp and Yopp, (2012) found that "exposure to informational texts in the early years is crucial if students are to succeed in a world that demands the ability to navigate the genres that dominate the later years of schooling and adulthood. "…”