3.6 Minutes per Day: The Scarcity of Informational Texts in First Grade

Duke, Nell K.

doi:10.1598/rrq.35.2.1

Cited by 544 publications

(430 citation statements)

References 21 publications

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“…This was one of the first studies to challenge the notion that narratives should be the primary type of text structure with young children. The "narratives as primary" idea was also highlighted in a report by Duke (2000), who examined firstgrade classroom libraries and found that narrative books overwhelmingly outnumbered nonfiction texts. This is regrettable, as studies have highlighted the benefits and success of using nonfiction in the early grades (Doiron, 1994;Duthie, 1994;Pappas).…”

Section: Knowledge Of Text Structuresmentioning

confidence: 93%

Increasing Higher Level Language Skills to Improve Reading Comprehension

Hogan¹,

Bridges²,

Justice³

et al. 2011

focusXchild

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Reading comprehension involves two primary processes: (a) decoding printed text and (b) understanding language accessed through the process of decoding. In the early years of reading development, children's ability to comprehend text is largely constrained by individual differences in decoding printed text; however, once decoding becomes automatized, reading comprehension is largely dependent upon one's skills in language comprehension (Catts, Hogan, & Adlof, 2005). In recent decades, numerous studies have investigated how children develop decoding skills and how, when these skills do not develop normally, educators can effectively intervene (e.g., Denton & Mathes, 2003;Simmons et al., 2008;Vellutino, Scanlon, Small, & Fanuele, 2006).Beyond decoding, the substantial role that language skills play in the achievement of skilled reading comprehenBeyond decoding, the substantial role that language skills play in the achievement of skilled reading comprehension has largely been ignored. sion has largely been ignored. This is surprising, given that skilled reading comprehension is critical for modern life; success in education, productivity in society, and almost all types of employment require rapid and thorough assimilation of information from text. Further, there are children who develop good decoding skills but fail to develop comparable levels of reading comprehension. A profile of good word reading in the presence of A profile of good word reading in the presence of poor comprehension affects approximately 10% of school-age children poor comprehension affects approximately 10% of schoolage children (Nation, 2005;Yuill & Oakhill, 1991) and demonstrates that skills other than decoding are impmtant for successful comprehension.Clearly, a focus on the skills that support text comprehension is essential within the teaching of reading (and communication skills more broadly). In this paper, we provide an overview of a large empirical evidence base that shows that the language skills of inferencing, comprehension monitoring, and use of text structure knowledge are critical to successful comprehension. Because these ianguage skills are not reliant on word Dr.

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Section: Knowledge Of Text Structuresmentioning

confidence: 93%

Increasing Higher Level Language Skills to Improve Reading Comprehension

Hogan¹,

Bridges²,

Justice³

et al. 2011

focusXchild

View full text Add to dashboard Cite

show abstract

“…Van Kleeck (2008) also suggests the use of storybook reading to structure questions that promote cognitively complex responses such as making predictions and inferences. Duke (2000) makes the case for introducing far more informational texts including a wide variety of non-fiction literature that is increasingly available from commercially published sources. These contain the mid-range high utility academic words (i.e.…”

Section: Resultsmentioning

confidence: 99%

“…Developing a corpus of these types of words that are visible in children's writing provides an invaluable starting point for considering the 'next words to know' in addressing the learning needs of youngsters who do not otherwise have ready access to them. While teachers increasingly attend to the meanings of topic or subject specific vocabulary (Snow, 2010), they tend to ignore the high utility, general academic vocabulary that travels across curricular boundaries (Duke, 2000;Scott, Jamieson-Noel & Asselin, 2003), and that are central to academic literacy.…”

Section: Anglo-saxon Word Origins Concrete Meaningsmentioning

confidence: 99%

Lexical standards for expository writing at Grade 3:The transition from early literacy to academic literacy

Roessingh

2017

L & L

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This article reports on an investigation of vocabulary thresholds in Grade 3 children's writing samples across four quality standards scored by way of a trait-based rubric. The students attend a publically funded school jurisdiction of choice within a large urban setting and are average achievers on provincially mandated student learning assessments of reading and writing in Grade 3. Both quantitative and qualitative methods were used to analyze the first draft writing (N=222) in response to an expository prompt. A quota sampling strategy was used to create a learner corpus comprised of 20 papers for each of the four quality standards. Online lexical profiling tools were used to generate indices of lexical variability. Distinct differences in vocabulary use were noted between quality standards, in particular the ability to access low frequency words among the samples judged of excellent quality. Pedagogical implications emerge for classroom practitioners to address the language learning needs of linguistically vulnerable youngsters.

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“…In the basic schools, instructional content is by and large skewed towards narrative texts (Duke, 2000). However, as students go through academic progression from basic schools towards senior high and tertiary institutions, they are more and more required to engage with expository texts especially in content areas as science rather than narrative.…”

Section: Statement Of Problemmentioning

confidence: 99%

Cognitive demands of processing expository text: Pedagogical implications for enhancing coherent text base among less skilled readers

Ntim¹

2015

IJRSP

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This study investigated the effects of cognitive load in the processing of expository text between skilled and less skilled readers from three selected Junior High Schools in one Municipality in Ghana. The findings of this study show consistent pattern of differences between skilled and less skilled readers when tested on item difficulty as function of abstractness along five variables and item difficulty as degree of inference along four variables: the more difficult the task given to the two groups, the wider the performance differences across the different variables between them. This was interpreted as cognitive load effect: whereas some tasks may facilitate a particular type of text comprehension, others may not be that effective especially for less proficient readers. Unlike skilled readers whose lower-level processes are well automated, the poor readers in this experimental study allocated more attention to lower processes and consequently attention allocation to higher mental process and global text features was impaired. Instructional implications for enhancing coherent text base among less proficient readers are suggested.

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3.6 Minutes per Day: The Scarcity of Informational Texts in First Grade

Cited by 544 publications

References 21 publications

Increasing Higher Level Language Skills to Improve Reading Comprehension

Increasing Higher Level Language Skills to Improve Reading Comprehension

Lexical standards for expository writing at Grade 3:The transition from early literacy to academic literacy

Cognitive demands of processing expository text: Pedagogical implications for enhancing coherent text base among less skilled readers

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