Content learning: A third reason for using literature in teaching reading

Abstract

Abstract The purpose of this year‐long study was to compare the amount of historical content information learned by students in classrooms using historical novels in place of basal readers with the amount of historical information learned by students in traditional classrooms. Students’ knowledge of U.S. history was assessed at the beginning and at the end of the school year using an oral free‐recall measure. Students’ oral responses to open‐ended questions were tape‐recorded, transcribed, and categorized as details, main ideas, extended thinking, and then totalled. Students whose teachers used historical fiction novels in place of basal readers recalled significantly more details, main ideas, and total amount of historical information. Students’ written responses to a debriefing survey indicate that they greatly prefer the use of novels for reading instruction. This study suggests that the use of historical novels for reading instruction can increase students’ learning of content information.