Examining Kindergarten Students’ Use of and Interest in Informational Text

Hall, Anna H.; Boyer, D. Matthew; Beschorner, Elizabeth A.

doi:10.1007/s10643-016-0805-y

Cited by 8 publications

(9 citation statements)

References 12 publications

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“…Children begin to write early! While young children use scribbles, drawing, meaningful marks, and eventually letters to convey their messages (Cabell et al, 2013), families often miss these early writing attempts (Hall et al, 2017) and thus, can benefit from teacher guidance on early writing development and how to support it. Figure 4 provides recommendations teachers can share with families for selecting quality writing apps for young children and promoting their early writing development.…”

Section: Writing With Childrenmentioning

confidence: 99%

Partnering with Families to Use Screen Time for Supporting Early Language and Literacy

Tatar¹,

Gerde²

2022

The Reading Teacher

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Section: Writing With Childrenmentioning

confidence: 99%

Partnering with Families to Use Screen Time for Supporting Early Language and Literacy

Tatar¹,

Gerde²

2022

The Reading Teacher

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“…First, students’ reading and writing skills can improve. For example, Hall et al (2017) investigated the effects of a reading program, called the Tools Approach, on kindergarten students’ ability to read, write, and apply informational text. Students learned how to select a topic to investigate, locate texts from the school library, take and organize notes using a web (i.e., concept map), and draft a group research report in the form of an illustrated book.…”

Section: Levels Of Differentiationmentioning

confidence: 99%

“…How to research is a “human right” necessary for people of all ages and backgrounds (Appadurai, 2006, p. 177), including very young students (Murray, 2016). This position is backed by numerous studies that revealed how students of all ages and academic abilities have the capacity to conduct some or most aspects of authentic, student-driven research (Brigandi et al, 2018; Cutter-Mackenzie, 2009; Ebenezer et al, 2011; Gallagher & Gallagher, 2013; Hall et al, 2017; Leu et al, 2014; Shaunessy, 2004; Wu et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Report-Research Continuum: A Differentiation Decision-Making Tool for Teachers to Design Rigorous Student Projects

Gilson

Brigandi

2020

Gifted Child Today

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The purpose of this article is to assist classroom teachers in discerning qualitative differences between a student-written report and student-led research. There are many connotations to the terms “report” and “research,” and they can have implications on how teachers effectively or ineffectively differentiate instruction to challenge students who have high academic ability. In this article, we present what we coin the Report-Research Continuum (R-RC), which is a differentiation decision-making tool for selecting student projects of varied levels of complexity. We also discuss the benefits of student-led reports and research and how they align with national standards. After reading this article, teachers will have an expanded understanding of similarities and differences between the terms “report” and “research” and will be able to use the R-RC to guide their selection of appropriately challenging projects that align with students’ readiness levels and interest areas.

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“…From class assignments and textbooks to news articles and instruction manuals, the ability to read informational text is vital for success in school and life (Venezky, 2000). Students can and should develop these skills at a young age (Duke, 2003; A.H. Hall, Boyer, & Beschorner, 2017; Pappas, 1993), but informational text has traditionally been overshadowed by narrative literature in early elementary school (Duke, 2000b; Moss, 2008). However, as researchers have illuminated the power and potential of early informational literacy instruction (Calo, 2011; K.M.…”

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confidence: 99%

First‐Year Teachers’ Informational Reading Instruction: Prevalence, Quality, and Characteristics

Quinn

Paulick

2021

Reading Research Quarterly

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Informational reading instruction plays an important role in early literacy but has traditionally received less emphasis than literary text in elementary classrooms. This mixed‐methods study illuminates trends from observed reading instruction of 77 first‐year elementary teachers, drawing on data from 761 lesson segments scored with the Protocol for Language Arts Teaching Observations, a validated observation protocol. In descriptive analyses, we report on the prevalence of informational lessons across grade levels. Then, we integrate quantitative and qualitative data to describe the quality of informational reading instruction among first‐year teachers. Findings suggest a higher percentage of informational reading lesson segments in early elementary than has been shared in previous studies: 27% of observed reading instruction in grade 1 and 41% of observed reading instruction in grade 2. Quality of informational reading lesson segments varied within and among elements of instruction, with the majority of segments rated as low scoring for strategy use. We use qualitative case sampling to illustrate the characteristics of informational reading instruction across a range of score points. Analysis of lesson segments reveals a range of practices in text‐based instruction, strategy instruction, and representations of content, with the highest quality instruction showing a combination of all three. This study contributes to our understanding of the current landscape of informational reading instruction among first‐year teachers, identifies specific instructional practices that could be the focus of improvement efforts, and weighs in on the debate about strategy instruction versus content instruction.

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Examining Kindergarten Students’ Use of and Interest in Informational Text

Cited by 8 publications

References 12 publications

Partnering with Families to Use Screen Time for Supporting Early Language and Literacy

Partnering with Families to Use Screen Time for Supporting Early Language and Literacy

The Report-Research Continuum: A Differentiation Decision-Making Tool for Teachers to Design Rigorous Student Projects

First‐Year Teachers’ Informational Reading Instruction: Prevalence, Quality, and Characteristics

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