Abstract
This article explores the use of informational text in preschool environments by reviewing the current literature related to the topic. While informational text is currently used on a limited basis in early childhood settings, the benefits of introducing young children to this genre through interactive shared reading or read-alouds can positively influence foundational literacy development. Through exposure to informational text, children enhance their vocabulary and language skills while developing conceptual background knowledge. Strong vocabulary and language skills are keys to the development of strong literacy skills upon entrance to formal schooling. Read-aloud routines scaffold the learning inherent in the language and literacy development resulting from interactions with informational text.
Highlights
Informational text is a type of nonfiction in which “the primary purpose is to convey information about the natural or social world” (Duke & Bennett-Armistead, 2003: p. 16)
While the merits of introducing preschoolers to informational text are beginning to be outlined in the literature and informational text is deemed appropriate for young children (Duke, 2003), the practice of implementation in early childhood settings remains limited
This review explores the literature related to the merits of informational text and best practices for implementation in early childhood classrooms
Summary
Informational text is a type of nonfiction in which “the primary purpose is to convey information about the natural or social world” (Duke & Bennett-Armistead, 2003: p. 16). Massey and Yopp (2006) studied read-aloud practices in preschool through third-grade classrooms and discovered that of the books teachers read aloud to students, approximately 8% were classified as informational text. When investigating read-aloud practices of preschool teachers, Pentimonti and her colleagues (2010) discovered that approximately 4% of the books read aloud by preschool teacher research participants were expository and 13% were mixed (included elements of both narrative and informational texts) while 82% were narrative. These percentages represent the paucity of informational text currently part of the typical preschool literacy curriculum and practice. While NAEYC issued cautions, the organization noted the opportunities inherent in including some aspects of Common Core State Standards in early childhood if issues of developmental appropriateness are considered (NAEYC, 2012)
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