Sharing Informational Text with Young Children.

Abstract

ecently, numerous educators have challenged the predominance of nar rative in primary-grade classrooms, arguing that young students should have many more experiences with informational books than they currently have. Moss, Leone, and Dipillo, (1997), for example, while applauding teach ers' increased use of trade books for literacy in struction, lamented that the literature of choice is most often story. Moss et al. argued that students need greater familiarity with nonfiction if they are to survive in the Information Age, and com mented that teachers cannot assume that chil