Utilizing Nonfiction Texts to Enhance Reading Comprehension and Vocabulary in Primary Grades

Autor/inn/en	Kuhn, Karen E.; Rausch, Casey M.; McCarty, Tiffany G.; Montgomery, Sarah E.; Rule, Audrey C.
Titel	Utilizing Nonfiction Texts to Enhance Reading Comprehension and Vocabulary in Primary Grades
Quelle	In: Early Childhood Education Journal, 45 (2017) 2, S.285-296 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Montgomery, Sarah E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-015-0763-9
Schlagwörter	Nonfiction; Reading Comprehension; Vocabulary Development; Vocabulary Skills; Teaching Methods; Instructional Effectiveness; Intermode Differences; Reading Strategies; Reading Achievement; Grade 2; Grade 1; Common Core State Standards + Suchen Sie Ihr Suchwort? Non-fiction; Nichtfiktionaler Text; Leseverstehen; Wortschatzarbeit; Aktiver Wortschatz; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Reading strategy; Leselernstufe; Lesetechnik; Leseleistung; School year 02; 2. Schuljahr; Schuljahr 02; School year 01; 1. Schuljahr; Schuljahr 01; Common core curriculum; Curriculum; Kerncurriculum
Abstract	Many primary grade students are not afforded nonfiction-rich opportunities, with fiction comprising the majority of books read aloud in classrooms. With the Common Core Standards recommending that half of the texts made available to students be nonfiction, educators are increasing their use of informational text. The present study explored the impact of explicitly teaching reading comprehension and vocabulary strategies with nonfiction text compared to fiction text in primary-grade classrooms. Two first-grade (n = 39; 25 male, 14 female) and one second-grade class (n = 20; 13 male, 7 female) participated in the quantitative study that followed a repeated measures design in which the students alternated every 2 weeks between fiction-based instruction and nonfiction-based instruction for a total of 8 weeks. Vocabulary and use of comprehension strategies were assessed at the end of each 2-week period. Overall findings indicated that students were better able to apply the comprehension strategies and define vocabulary following nonfiction-based instruction; they also were more motivated to read informational text. The authors recommend that teachers use more nonfiction texts in the primary grades to support students' reading comprehension and vocabulary development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01