Making the Case for Using Informational Text in Preschool Classrooms
Author(s)
Susan L. Massey
Affiliation(s)
Department of Curriculum and Instruction, Western Illinois University-Quad Cities, Moline, USA.
Department of Curriculum and Instruction, Western Illinois University-Quad Cities, Moline, USA.
ABSTRACT
This article explores the use of informational text in preschool environments by reviewing the current literature related to the topic. While informational text is currently used on a limited basis in early childhood settings, the benefits of introducing young children to this genre through interactive shared reading or read-alouds can positively influence foundational literacy development. Through exposure to informational text, children enhance their vocabulary and language skills while developing conceptual background knowledge. Strong vocabulary and language skills are keys to the development of strong literacy skills upon entrance to formal schooling. Read-aloud routines scaffold the learning inherent in the language and literacy development resulting from interactions with informational text.
Cite this paper
Massey, S. (2014) Making the Case for Using Informational Text in Preschool Classrooms. Creative Education, 5, 396-401. doi: 10.4236/ce.2014.56049.
Massey, S. (2014) Making the Case for Using Informational Text in Preschool Classrooms. Creative Education, 5, 396-401. doi: 10.4236/ce.2014.56049.
References
[1] Beckage, N., Smith, L., & Hills, T. (2011). Small Worlds and Semantic Network Growth in Typical and Late Talkers. PLoS One, 6, e19348.
http://dx.doi.org/10.1371/journal.pone.0019348 [2] Bowyer-Crane, C., Snowling, M. J., Duff, F. J., Fieldsend, E., Carroll, J. M., Miles, J., et al. (2008). Improving Early Language and Literacy Skills: Differential Effects of an Oral Language versus a Phonology with Reading Intervention. Journal of Child Psychology and Psychiatry, 49, 422-432. http://dx.doi.org/10.1111/j.1469-7610.2007.01849.x [3] California Preschool Learning Foundations Volume 1 (2008).
http://www.cde.ca.gov/sp/cd/re/documents/preschoollf.pdf [4] Correia, M. P. (2011). Fiction vs. Informational Texts: Which Will Kindergartners Choose? Young Children, 66, 100-104. [5] Cummins, S., & Stallmeyer-Gerard, C. (2011). Teaching for Synthesis of Informational Texts with Read-Alouds. The Reading Teacher, 64, 394-405,
http://dx.doi.org/10.1598/RT.64.6.1 [6] Cunningham, A. E., & Zibulsky, J. (2011). Tell Me a Story: Examining the Benefits of Shared Reading. In S. B. Neuman, & D. K. Dickinson (Eds.), Handbook of Early Literacy Research (Vol. 3, pp. 396-411). New York: The Guilford Press. [7] Duke, N. K. (2000). 3.6 Minutes per Day: The Scarcity of Informational Texts in First Grade. Reading Research Quarterly, 35, 202-224.
http://dx.doi.org/10.1598/RRQ.35.2.1 [8] Duke, N. K. (2003). Information Books in Early Childhood. Young Children, 58, 14-20. [9] Duke, N. K. (2013). Starting out: Practices to Use in K-3. Educational Leadership, 71, 40-44. [10] Duke, N. K., & Bennett-Armistead, V. S. (2003). Reading and Writing Informational Text in the Primary Grades: ResearchBased Practices. New York: Scholastic Teaching Resources. [11] Dwyer, J., & Neuman, S. B. (2008). Selecting Books for Children Birth through Four: A Developmental Approach. Early Childhood Education Journal, 35, 489-494.
http://dx.doi.org/10.1007/s10643-008-0236-5 [12] Frey, N., & Fisher, D. (2013). Points of Entry: Students Need Skilled Guides to Help Them Master Complex Informational Texts. Educational Leadership, 71, 34-38. [13] Gelman, S. A., Ware, E. A., Manczak, E. M., & Graham, S. A. (2012). Children’s Sensitivity to the Knowledge in Pedagogical and Nonpedagogical Contexts. Developmental Psychology, 49, 491-504. [14] Hall, K. M., & Sabey, B. L. (2007). Focus on the Facts: Using Informational Texts Effectively in Early Elementary Classrooms. Early Childhood Education Journal, 35, 261-268.
http://dx.doi.org/10.1007/s10643-007-0187-2 [15] Harris, J., Golinkoff, R. M., & Hirsh-Pasek, K. (2011). Lessons from the Crib for the Classroom: How Children Really Learn Vocabulary. In S. B. Neuman, & D. K Dickinson (Eds.), Handbook of Early Literacy Research (3rd ed., pp. 49-65). New York: The Guilford Press. [16] Hart, B., & Risley, T. R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore, MD: Paul H. Brookes Publishing Company. [17] Illinois Early Learning and Development Standards (2013).
http://www.isbe.state.il.us/earlychi/pdf/early_learning_standards.pdf [18] Mantzicopoulos, P., & Patrick, H. (2011). Reading Picture Books and Learning Science: Engaging Young Children with Informational Text. Theory into Practice, 50, 269-276.
http://dx.doi.org/10.1080/00405841.2011.607372 [19] Massey, S. L. (2013). From the Reading Rug to the Play Center: Enhancing Vocabulary and Comprehensive Language Skills by Connecting Storybook Reading and Guided Play. Early Childhood Education Journal, 41, 125-131.
http://dx.doi.org/10.1007/s10643-012-0524-y [20] McGinty, A. S., & Justice, L. M. (2010). Language Facilitation in the Preschool Classroom: Rationale, Goals, and Strategies. In M. C. McKenna, S. Walpole, & K. Conradi (Eds.), Promoting Early Reading: Research, Resources, and Best Practices (pp. 9-36). New York: The Guilford Press. [21] National Association for the Education of Young Children (1998). Learning to Read and Write: Developmentally Appropriate Practices for Young Children. Young Children, 53, 30-46. [22] National Association for the Education of Young Children (2012). The Common Core State Standards: Caution and Opportunity for Early Childhood Education.
https://www.naeyc.org/files/naeyc/11_CommonCore1_2A_rv2.pdf [23] National Governors Association Center for Best Practices, Council of Chief State School Officers (2010). Common Core State Standards for English Language Arts. Washington, DC: National Governors Association Center for Best Practices, Council of Chief State School Officers. [24] Neuman, S. B. (2001). The Role of Knowledge in Early Literacy. Reading Research Quarterly, 36, 468-475.
http://dx.doi.org/10.1598/RRQ.36.4.6 [25] Neuman, S. B., & Dwyer, J. (2009). Missing in Action: Vocabulary Instruction in Pre-k. The Reading Teacher, 62, 384-392.
http://dx.doi.org/10.1598/RT.62.5.2 [26] Pentimonti, J. M., Zucker, T. A., Justice, L. M., & Kaderavek, J. N. (2010). Informational Text Use in Preschool Classroom Read-Alouds. The Reading Teacher, 63, 656-665.
http://dx.doi.org/10.1598/RT.63.8.4 [27] Pinnell, G. S., & Fountas, I. C. (2011). Literacy Beginnings: A Prekindergarten Handbook. Portsmouth, NH: Heinemann. [28] Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D. C., Davis, M. J., Simmons, L., & Nava-Walichowski, M. (2011). Using Knowledge Networks to Develop Preschoolers’ Content Vocabulary. The Reading Teacher, 64, 265-274.
http://dx.doi.org/10.1002/TRTR.01035 [29] Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D. C., Kwok, O, Taylor, A. B., Davis, M. J., Kim, M., & Simmons, L. (2011). The Effects of an Intensive Shared Book-Reading Intervention for Preschool Children at Risk for Vocabulary Delay. Exceptional Children, 77, 161-183. [30] Powell, D. R., & Diamond, K. E. (2012). Promoting Early Literacy and Language Development. In R. C. Pianta, W. S. Barnett, L. M. Justice, & S. M. Sheridan (Eds.), Handbook of Early Childhood Education (pp. 194-216). New York: The Guilford Press. [31] Price, L. H., Van Kleeck, A., & Huberty, C. J. (2009). Talk during Book Sharing between Parents and Preschool Children: A Comparison between Storybook and Expository Book Conditions. Reading Research Quarterly, 44, 171-194.
http://dx.doi.org/10.1598/RRQ.44.2.4 [32] Read, S., Reutzel, D. R., & Fawson, P. C. (2008). Do You Want to Know What I Learned? Using Informational Trade Books as Models to Teach Text Structure. Early Childhood Education Journal, 36, 213-219.
http://dx.doi.org/10.1007/s10643-008-0273-0 [33] Sanacore, J., & Palumbo, A. (2009). Understanding the Fourth-Grade Slump: Our Point of View. The Educational Forum, 73, 67-74.
http://dx.doi.org/10.1080/00131720802539648 [34] Santoro, L. E., Chard, D. J., Howard, L., & Baker, S. K. (2008). Making the Very Most of Classroom Read-Alouds to Promote Comprehension and Vocabulary. The Reading Teacher, 61, 396-408. http://dx.doi.org/10.1598/RT.61.5.4 [35] Saracho, O. (2004). Supporting Literacy-Related Play: Roles for Teachers of Young Children. Early Childhood Education Journal, 31, 201-206.
http://dx.doi.org/10.1023/B:ECEJ.0000012138.07501.44 [36] Senn, N. (2012). Effective Approaches to Motivate and Engage Reluctant Boys in Literacy. The Reading Teacher, 66, 211220.
http://dx.doi.org/10.1002/TRTR.01107 [37] Stahl, S., & Stahl, K. A. D. (2009). Word Wizards All! Teaching Word Meanings in Preschool and Primary Education. In M. F. Graves (Ed.), Essential Readings on Vocabulary Instruction (pp. 15-27). Newark, DE: International Reading Association. [38] Yopp, R. H., & Yopp, H. K. (2006). Informational Text as Read-Alouds at School and Home. Journal of Literacy Research, 38, 37-51.
http://dx.doi.org/10.1207/s15548430jlr3801_2 [39] Yopp, R. H., & Yopp, H. K. (2012). Young Children’s Limited and Narrow Exposure to Informational Text. The Reading Teacher, 65, 480-490.
http://dx.doi.org/10.1002/TRTR.01072
[1] Beckage, N., Smith, L., & Hills, T. (2011). Small Worlds and Semantic Network Growth in Typical and Late Talkers. PLoS One, 6, e19348.
http://dx.doi.org/10.1371/journal.pone.0019348 [2] Bowyer-Crane, C., Snowling, M. J., Duff, F. J., Fieldsend, E., Carroll, J. M., Miles, J., et al. (2008). Improving Early Language and Literacy Skills: Differential Effects of an Oral Language versus a Phonology with Reading Intervention. Journal of Child Psychology and Psychiatry, 49, 422-432. http://dx.doi.org/10.1111/j.1469-7610.2007.01849.x [3] California Preschool Learning Foundations Volume 1 (2008).
http://www.cde.ca.gov/sp/cd/re/documents/preschoollf.pdf [4] Correia, M. P. (2011). Fiction vs. Informational Texts: Which Will Kindergartners Choose? Young Children, 66, 100-104. [5] Cummins, S., & Stallmeyer-Gerard, C. (2011). Teaching for Synthesis of Informational Texts with Read-Alouds. The Reading Teacher, 64, 394-405,
http://dx.doi.org/10.1598/RT.64.6.1 [6] Cunningham, A. E., & Zibulsky, J. (2011). Tell Me a Story: Examining the Benefits of Shared Reading. In S. B. Neuman, & D. K. Dickinson (Eds.), Handbook of Early Literacy Research (Vol. 3, pp. 396-411). New York: The Guilford Press. [7] Duke, N. K. (2000). 3.6 Minutes per Day: The Scarcity of Informational Texts in First Grade. Reading Research Quarterly, 35, 202-224.
http://dx.doi.org/10.1598/RRQ.35.2.1 [8] Duke, N. K. (2003). Information Books in Early Childhood. Young Children, 58, 14-20. [9] Duke, N. K. (2013). Starting out: Practices to Use in K-3. Educational Leadership, 71, 40-44. [10] Duke, N. K., & Bennett-Armistead, V. S. (2003). Reading and Writing Informational Text in the Primary Grades: ResearchBased Practices. New York: Scholastic Teaching Resources. [11] Dwyer, J., & Neuman, S. B. (2008). Selecting Books for Children Birth through Four: A Developmental Approach. Early Childhood Education Journal, 35, 489-494.
http://dx.doi.org/10.1007/s10643-008-0236-5 [12] Frey, N., & Fisher, D. (2013). Points of Entry: Students Need Skilled Guides to Help Them Master Complex Informational Texts. Educational Leadership, 71, 34-38. [13] Gelman, S. A., Ware, E. A., Manczak, E. M., & Graham, S. A. (2012). Children’s Sensitivity to the Knowledge in Pedagogical and Nonpedagogical Contexts. Developmental Psychology, 49, 491-504. [14] Hall, K. M., & Sabey, B. L. (2007). Focus on the Facts: Using Informational Texts Effectively in Early Elementary Classrooms. Early Childhood Education Journal, 35, 261-268.
http://dx.doi.org/10.1007/s10643-007-0187-2 [15] Harris, J., Golinkoff, R. M., & Hirsh-Pasek, K. (2011). Lessons from the Crib for the Classroom: How Children Really Learn Vocabulary. In S. B. Neuman, & D. K Dickinson (Eds.), Handbook of Early Literacy Research (3rd ed., pp. 49-65). New York: The Guilford Press. [16] Hart, B., & Risley, T. R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore, MD: Paul H. Brookes Publishing Company. [17] Illinois Early Learning and Development Standards (2013).
http://www.isbe.state.il.us/earlychi/pdf/early_learning_standards.pdf [18] Mantzicopoulos, P., & Patrick, H. (2011). Reading Picture Books and Learning Science: Engaging Young Children with Informational Text. Theory into Practice, 50, 269-276.
http://dx.doi.org/10.1080/00405841.2011.607372 [19] Massey, S. L. (2013). From the Reading Rug to the Play Center: Enhancing Vocabulary and Comprehensive Language Skills by Connecting Storybook Reading and Guided Play. Early Childhood Education Journal, 41, 125-131.
http://dx.doi.org/10.1007/s10643-012-0524-y [20] McGinty, A. S., & Justice, L. M. (2010). Language Facilitation in the Preschool Classroom: Rationale, Goals, and Strategies. In M. C. McKenna, S. Walpole, & K. Conradi (Eds.), Promoting Early Reading: Research, Resources, and Best Practices (pp. 9-36). New York: The Guilford Press. [21] National Association for the Education of Young Children (1998). Learning to Read and Write: Developmentally Appropriate Practices for Young Children. Young Children, 53, 30-46. [22] National Association for the Education of Young Children (2012). The Common Core State Standards: Caution and Opportunity for Early Childhood Education.
https://www.naeyc.org/files/naeyc/11_CommonCore1_2A_rv2.pdf [23] National Governors Association Center for Best Practices, Council of Chief State School Officers (2010). Common Core State Standards for English Language Arts. Washington, DC: National Governors Association Center for Best Practices, Council of Chief State School Officers. [24] Neuman, S. B. (2001). The Role of Knowledge in Early Literacy. Reading Research Quarterly, 36, 468-475.
http://dx.doi.org/10.1598/RRQ.36.4.6 [25] Neuman, S. B., & Dwyer, J. (2009). Missing in Action: Vocabulary Instruction in Pre-k. The Reading Teacher, 62, 384-392.
http://dx.doi.org/10.1598/RT.62.5.2 [26] Pentimonti, J. M., Zucker, T. A., Justice, L. M., & Kaderavek, J. N. (2010). Informational Text Use in Preschool Classroom Read-Alouds. The Reading Teacher, 63, 656-665.
http://dx.doi.org/10.1598/RT.63.8.4 [27] Pinnell, G. S., & Fountas, I. C. (2011). Literacy Beginnings: A Prekindergarten Handbook. Portsmouth, NH: Heinemann. [28] Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D. C., Davis, M. J., Simmons, L., & Nava-Walichowski, M. (2011). Using Knowledge Networks to Develop Preschoolers’ Content Vocabulary. The Reading Teacher, 64, 265-274.
http://dx.doi.org/10.1002/TRTR.01035 [29] Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D. C., Kwok, O, Taylor, A. B., Davis, M. J., Kim, M., & Simmons, L. (2011). The Effects of an Intensive Shared Book-Reading Intervention for Preschool Children at Risk for Vocabulary Delay. Exceptional Children, 77, 161-183. [30] Powell, D. R., & Diamond, K. E. (2012). Promoting Early Literacy and Language Development. In R. C. Pianta, W. S. Barnett, L. M. Justice, & S. M. Sheridan (Eds.), Handbook of Early Childhood Education (pp. 194-216). New York: The Guilford Press. [31] Price, L. H., Van Kleeck, A., & Huberty, C. J. (2009). Talk during Book Sharing between Parents and Preschool Children: A Comparison between Storybook and Expository Book Conditions. Reading Research Quarterly, 44, 171-194.
http://dx.doi.org/10.1598/RRQ.44.2.4 [32] Read, S., Reutzel, D. R., & Fawson, P. C. (2008). Do You Want to Know What I Learned? Using Informational Trade Books as Models to Teach Text Structure. Early Childhood Education Journal, 36, 213-219.
http://dx.doi.org/10.1007/s10643-008-0273-0 [33] Sanacore, J., & Palumbo, A. (2009). Understanding the Fourth-Grade Slump: Our Point of View. The Educational Forum, 73, 67-74.
http://dx.doi.org/10.1080/00131720802539648 [34] Santoro, L. E., Chard, D. J., Howard, L., & Baker, S. K. (2008). Making the Very Most of Classroom Read-Alouds to Promote Comprehension and Vocabulary. The Reading Teacher, 61, 396-408. http://dx.doi.org/10.1598/RT.61.5.4 [35] Saracho, O. (2004). Supporting Literacy-Related Play: Roles for Teachers of Young Children. Early Childhood Education Journal, 31, 201-206.
http://dx.doi.org/10.1023/B:ECEJ.0000012138.07501.44 [36] Senn, N. (2012). Effective Approaches to Motivate and Engage Reluctant Boys in Literacy. The Reading Teacher, 66, 211220.
http://dx.doi.org/10.1002/TRTR.01107 [37] Stahl, S., & Stahl, K. A. D. (2009). Word Wizards All! Teaching Word Meanings in Preschool and Primary Education. In M. F. Graves (Ed.), Essential Readings on Vocabulary Instruction (pp. 15-27). Newark, DE: International Reading Association. [38] Yopp, R. H., & Yopp, H. K. (2006). Informational Text as Read-Alouds at School and Home. Journal of Literacy Research, 38, 37-51.
http://dx.doi.org/10.1207/s15548430jlr3801_2 [39] Yopp, R. H., & Yopp, H. K. (2012). Young Children’s Limited and Narrow Exposure to Informational Text. The Reading Teacher, 65, 480-490.
http://dx.doi.org/10.1002/TRTR.01072