Examining the Reading of Informational Text in 4th Grade Class and Its Relation with Students' Reading Performance

Li, Dan; Beecher, Constance C.; Cho, Byeong‐Young

doi:10.1080/02702711.2017.1361493

Cited by 10 publications

(21 citation statements)

References 34 publications

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“…Previous studies showed that the skills in reading informational texts mostly lead to academic success (Li et al, 2018). The ability to use and understand informational texts is -central to success, and even survival, in advanced schooling, the workplace, and the community‖ (Duke, 2000).…”

Section: Importance Of Informational Texts For Students' Achievementsmentioning

confidence: 99%

“…The negligence of informational texts in early grades possibly tends to leave several children unprepared when they reach upper elementary school, where there is an increased need for informational texts' readings. Researchers have historically assumed that the lack of early-grade informational texts is a significant contributor to the "fourth-grade drop‖, the trend that there is a general decrease in reading scores when children reach fourth grade (Duke, 2000;Li et al, 2018). A powerful and important statement is that the ability to analyze and understand informational texts contributes to one's education, employment, and societal success.…”

Section: Importance Of Informational Texts For Students' Achievementsmentioning

confidence: 99%

“…A powerful and important statement is that the ability to analyze and understand informational texts contributes to one's education, employment, and societal success. Being educated in the 21st century is more than just the opportunity to appreciate literary works (Li et al, 2018).…”

Section: Importance Of Informational Texts For Students' Achievementsmentioning

confidence: 99%

“…of fairly complex material (e.g., cause and effect, positive and negative, biographies) and/or theoretical and technical material (Belfatti, 2015;Pappas, 2006;Tortorelli, 2019). According to Li et al (2018) lexical items such as technical terminology, description, and interpretation content, graphs, or labels and charts are also included in the informational text features.…”

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confidence: 99%

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Investigating Informational Texts Teaching and Learning in Developing Countries: The Case of Vietnamese High Schools

Pham

2020

International Journal of Education and Practice

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Reading comprehension of informational texts has been largely debated and introduced at all levels of education across western countries. However, it has not received enough attention in developing countries including Vietnam. This paper aims to investigate the procedure of reading and comprehension of informational texts in high schools in Vietnam. The study surveyed 588 teachers and 2744 high school students across all regions of Vietnam. The survey questionnaires asked teachers and students' opinions on the teaching and learning of informational texts. Through statistical analysis with Excel sheets, the results show that the part of informational texts in the curriculum was small when compared with literary texts. This shows that there is very little requirement of teaching and learning informational text in high schools which results in students' limited ability in reading informational text. The findings also suggest that understanding and reading informational texts have been contended as essential to the educational performance of students. The research also revealed that both teachers and students need to be more prepared in the classrooms to teach and learn informational texts. It is recommended that Vietnamese general education curricula should include a greater amount of informational texts in textbooks and instruction on informational texts should be given more attention to improve students' understanding. Contribution/Originality: This study revealed that informational text reading comprehension was a fairly new concept at high school level in Vietnam. In fact, the proportion of informational texts in the curriculum was small when compared with literary texts. High school students were not instructed techniques and strategies to read informational texts. In this context, this study will provide useful new insights. 1. INTRODUCTION In the modern society, a great deal of information is conveyed through informational texts, such as a congressional report, a presentation of a new technology, a handbook for running a home appliance, or a health problem booklet (Li, Beecher, & Cho, 2018). In general, an informational text-engages the reader with aspects of the real world by conveying and communicating factual information‖ (Ness, 2011). The ability to generate details and produce fully comprehend informational texts is an exceptionally important ability for adults and students of school age to have knowledge in a world around them (Reutzel, Jones, Clark, & Kumar, 2016). Recently, the role of informational text in the school environment has attracted much attention. Owing to their frequent use for common purposes, it is important to improve the level of competence of students to understand these informational texts (Li

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Section: Importance Of Informational Texts For Students' Achievementsmentioning

confidence: 99%

Section: Importance Of Informational Texts For Students' Achievementsmentioning

confidence: 99%

Section: Importance Of Informational Texts For Students' Achievementsmentioning

confidence: 99%

mentioning

confidence: 99%

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Investigating Informational Texts Teaching and Learning in Developing Countries: The Case of Vietnamese High Schools

Pham

2020

International Journal of Education and Practice

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“…If reading results in the acquisition of grammar, more reading can be integrated into a curriculum instead of more grammar study. Many studies have demonstrated the effects of reading on language acquisition and vocabulary knowledge (Brusnighan, Morris, Folk, & Lowell, 2014;Li, Constance, & Cho, 2017;Omer, 2014), but only a few studies have discussed the benefits of reading on grammatical competence. Rodrigo (2006) showed that reading with a focus on meaning helped intermediate students acquire grammar incidentally.…”

Section: Introductionmentioning

confidence: 99%

The Robustness of Incidental Grammar Acquisition through Reading

Ponniah¹

2018

The Journal of AsiaTEFL

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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 the Reading of Informational Text in 4th Grade Class and Its Relation with Students' Reading Performance

Cited by 10 publications

References 34 publications

Investigating Informational Texts Teaching and Learning in Developing Countries: The Case of Vietnamese High Schools

Investigating Informational Texts Teaching and Learning in Developing Countries: The Case of Vietnamese High Schools

The Robustness of Incidental Grammar Acquisition through Reading

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

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