Understanding the Text Genre Preferences of Third-Grade Readers

Autor/inn/en	Gallo, Gina; Ness, Molly K.
Titel	Understanding the Text Genre Preferences of Third-Grade Readers
Quelle	In: Journal of Language and Literacy Education, 9 (2013) 2, S.110-130 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-9035
Schlagwörter	Preferences; Literary Genres; Grade 3; Student Attitudes; Student Surveys; Interviews; Independent Reading; Time Factors (Learning); Fiction; Nonfiction; Reading Habits; Educational Benefits; Interest Inventories; Observation; Familiarity; Reading Interests; Reading Attitudes; Qualitative Research; Elementary School Students; Grounded Theory + Suchen Sie Ihr Suchwort? Literarische Form; School year 03; 3. Schuljahr; Schuljahr 03; Schülerverhalten; Schülerbefragung; Interviewing; Interviewtechnik; Freies Lesen; Fiktion; Non-fiction; Nichtfiktionaler Text; Reading habit; Lesegewohnheit; Bildungsertrag; Interest profile; Interessenprofil; Beobachtung; Leseinteresse; Reading behavior; Rading behaviour; Leseverhalten; Qualitative Forschung
Abstract	In recent decades, researchers have indicated that U.S. schools have underexposed elementary grade students to informational text. The increased exposure to this genre should be a top instructional priority. In the present study, we explored 46 third-grade students' attitudes toward and perceptions of informational text. Using three data sources (a student survey, individual interviews, and logs of independent reading time), we found that students read nonfiction text less frequently than fictional texts and preferred fictional to nonfiction text. Based on these findings, we provided suggestions on how teachers can help young readers diversify their text preferences. (As Provided).
Anmerkungen	Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10