The Importance of Reading in Earnest: Non-Fiction for Young Children

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  • Author(s): Job, Jennifer; Coleman, Mary Ruth
  • Language:
    English
  • Source:
    Gifted Child Today. Jul 2016 39(3):154-163.
  • Publication Date:
    2016
  • Document Type:
    Journal Articles
    Reports - Descriptive
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      10
    • Education Level:
      Grade 2
      Primary Education
      Elementary Education
      Early Childhood Education
    • Subject Terms:
      Young Children; Nonfiction; Gifted; Minority Group Students; Disadvantaged; Teaching Methods; Reading Strategies; Common Core State Standards; Vocabulary Development; Thinking Skills; Writing Skills; Integrated Activities; Grade 2; Language Minorities
    • Accession Number:
      10.1177/1076217516644635
    • ISSN:
      1076-2175
    • Abstract:
      Until recently, reading instruction for early grades has focused on fiction. However, the Common Core State Standards and the Next Generation Science Standards both emphasize the reading of nonfiction texts to gain specific skill sets for analyzing information. Research has shown that gifted students and children with culturally/linguistically diverse backgrounds may find nonfiction texts more engaging to their interests than fiction. Nonfiction can activate prior learning and encourage students to learn to categorize and synthesize information, especially when combined with scientific inquiry. In this article, the authors explore the new standards-based emphasis on reading nonfiction, the skills built by students' reading nonfiction with a focus on gifted students from culturally/linguistically different and economically disadvantaged families, and we share one approach to including nonfiction in elementary classrooms through the "U-STARS~PLUS Science & Nonfiction Connections," a program for recognizing and supporting underrepresented gifted populations.
    • Abstract:
      As Provided
    • Number of References:
      41
    • Publication Date:
      2016
    • Accession Number:
      EJ1102356