Abstract
The need for High-Interest Low-Readability books (Hi-Lo) has been acknowledged by reading specialists and teachers alike since the 1900s, yet there is a research gap regarding teacher knowledge of and access to these books. This study sought to understand teacher awareness of Hi-Lo books, access to them, and usage within classrooms in the United States. Utilizing a mixed methods survey shared via social media platforms, teachers gave their perceptions of and experiences with Hi-Lo texts. Findings point to knowledge of Hi-Lo books among teachers, but a lack of usage in the classrooms, which is influenced by stakeholders involved in curricular decision-making.
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