Document Type

Conference Proceeding

Abstract

This review asks if research from 2014 and afterwards indicates that narratives dominate early childhood libraries and shared book reading. It further asks if varied genres positively impact children's (1) content area knowledge and vocabulary, (2) language skills, (3) knowledge about informational text structures and text features, and (4) reading interest and engagement. The review used ERIC and APA PsycINFO in a combined search. The search terms were “Informational Text*” or “Text Structure*” or “Literary Genre*” or “Disciplinary Literac*” or “Genre”. The author identified 135 peer-reviewed studies from 2014 and later which were reduced after the author read titles, abstracts and as appropriate, the article itself. Additionally, the author found more articles referenced within the examined studies. 16 studies were used in the analysis. With one exception, studies found that narratives dominate story book reading in pre-schools and at home. One study indicated Spanish speaking mothers had proportionately more content books (e.g., alphabet books) at home and fewer narratives. Several studies found that informational books have a positive effect on vocabulary. Research is suggesting more specific causes for this effect. Informational books often have repetitive language, and more difficult vocabulary. Most studies found a "robust" difference in adult-child talk favoring informational texts over narratives. Interestingly, one study found that it was child’s abilities that determined extra textual talk. Another study suggested shorter book lengths encourage more talk. Yet another study suggested students learn only the text structures that they are exposed to. Finally, informational books are of interest to all children, but particularly boys.

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