What does research say about the texts we use in elementary school?. (May 2022)

• Record Type: Journal Article
• Authors: Smith, Kristin Conradi; Hiebert, Elfrieda H.
• Is Part Of: Phi Delta Kappan. Volume 103:Number 8(2022)
• Page Start: 8
• Page End: 13
• Publication Date: 2022-05
• Subjects: literacy -- reading -- texts -- elementary -- complexity -- narrative -- informational -- paper -- digital -- diversity; Education -- United States -- Periodicals; Greek letter societies -- Periodicals; Onderwijs; Éducation -- Périodiques; Associations désignées par des lettres grecques -- Périodiques; Éducation; Enseignement; Pédagogie; Politique éducative; Recherche en éducation; Réforme du système éducatif; Services aux élèves; Système éducatif; États-Unis; Étude comparée (Descripteur de forme); Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 371.0097305
• DOI: 10.1177/00317217221100001
• Languages: English
• ISSNs: 0031-7217

Abstract

Much of the attention given to literacy, of late, has focused on ensuring that students can read, without consideration to what they are given to read. Kristin Conradi Smith & Elfrieda H. Hiebert discuss four general aspects of the texts used in elementary classrooms – text complexity, text type (narrative versus informational), text format (paper versus screen), and diversity of people presented in the text. They review recent research on each of these text characteristics and then make suggestions for how to apply the research in the classroom .