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Young Children's Limited and Narrow Exposure to Informational Text
Author(s) -
Yopp Ruth Helen,
Yopp Hallie Kay
Publication year - 2012
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.01072
Subject(s) - read aloud , psychology , early childhood , focus (optics) , early childhood education , think aloud protocol , comprehension , reading aloud , developmental psychology , emergent literacy , pedagogy , mathematics education , literacy , reading (process) , linguistics , computer science , philosophy , physics , usability , human–computer interaction , optics
Despite arguments for more fully including informational text in early childhood classrooms, research suggests that young children's exposure to the genre is quite limited. This article focuses on the informational books that children do encounter, specifically through read‐alouds, and describes the narrow focus of those books. Informational read‐alouds are overwhelmingly on topics of life science. The authors advocate for both increasing and broadening the informational books read aloud to young children and provide recommendations for ensuring productive read‐aloud experiences.