Using nonfiction reference materials with young children let's look in a book

YC Young Children

Volumn 62, Issue 3, 2007, Pages 12-16

  Duke, Nell K ^a,b  

^a MICHIGAN STATE UNIVERSITY   (United States)

^b Literacy Achievement Research Center

Author keywords

[No Author keywords available]

Indexed keywords

EID: 38749091700     PISSN: 15386619     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (15)

1. Anderson, E., & J.T. Guthrie. 1999. Motivating children to gain conceptual knowledge from text: The combination of science observation and interesting texts. Paper presented at the Annual Meeting of the American Educational Research Association, 19-23 April, in Montreal, Quebec, Canada
2. Chapman, M.L. 1994. The emergence of genres: Some findings from an examination of first-grade writing. Written Communication 11 (3): 348-80.
3. Donovan, C.A., & L.B. Smolkin. 2002. Children's genre knowledge: An examination of K-5 students' performance on multiple tasks providing differing levels of scaffolding. Reading Research Quarterly 37 (4): 428-65.
4. Duke, N.K. 2003. Reading to learn from the very beginning: Information books in early childhood. Young Children 58 (3): 14-20.
5. Duke, N.K., & J. Kays. 1998. "Can I say 'Once upon a time'?" Kindergarten children developing knowledge of information book language. Early Childhood Research Quarterly 132 (2): 295-318.
6. Harste, J.C., V.A. Woodward, & C. Burke. 1984. Language stories and literacy lessons. Portsmouth, NH: Heinemann.
7. Kletzien, S.B. 1999, Children's reading preferences and information books, Paper presented at the National Reading Conference, 2-5 December, In Orlando, Florida.
8. Kletzien, S.B., & R.J. Szabo. 1998. Information text or narrative text? Children's preferences revisited. Paper presented at the National Reading Conference, 1-4 December, in Austin, Texas.
9. Michigan Department of Education. 2005. Educational technology standards and expectations, grades K-2. Lansing, MI: Author. Online: www.michigan.gov/ documents/METS_K-2_129581_7.pdf.
10. Neuman, S.B. 2006. The knowledge gap: Implications for early literacy education. In Handbook of early literacy research, Volume 2, eds. D.K. Dickinson & S.B. Neuman, 29-40. New York: Guilford.
11. Pappas, C.C. 1993, Is narrative "primary"? Some insights from kindergartners' pretend readings of stories and information books. Journal of Reading Behavior 25: 97-129.
12. Pappas, C.C. 2006. The information book genre: Its role in Integrated science literacy research and practice. Reading Research Quarterly 41 (2): 226-50.
13. Pearson, P.D. 2006. Using reading, writing, and language to support inquiry in subject matter learning: The case of Seeds of Science/Roots of Reading. Presentation at the National Geographic Society and Literacy Achievement Research Center Literacy Institute 2006: Building Nonfiction Literacy Today, Washington, D.C.
14. Purcell-Gates, V., N.K. Duke, & J.A. Martineau. 2007. Learning to read and write genre-specific text: Roles of authentic experience and explicit teaching. Reading Research Quarterly 42 (1): 8-45.
15. Smith, C.M. 2000. The real-world reading practices of adults. Journal of Literacy Research 32 (1): 25-52.