Article citationsMore>>

Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D. C., Kwok, O, Taylor, A. B., Davis, M. J., Kim, M., & Simmons, L. (2011). The Effects of an Intensive Shared Book-Reading Intervention for Preschool Children at Risk for Vocabulary Delay. Exceptional Children, 77, 161-183.

has been cited by the following article:

• TITLE: Making the Case for Using Informational Text in Preschool Classrooms

  AUTHORS: Susan L. Massey

  KEYWORDS: Preschool, Informational Text, Read-Aloud, Shared Reading

  JOURNAL NAME: Creative Education, Vol.5 No.6, April 25, 2014

  ABSTRACT: This article explores the use of informational text in preschool environments by reviewing the current literature related to the topic. While informational text is currently used on a limited basis in early childhood settings, the benefits of introducing young children to this genre through interactive shared reading or read-alouds can positively influence foundational literacy development. Through exposure to informational text, children enhance their vocabulary and language skills while developing conceptual background knowledge. Strong vocabulary and language skills are keys to the development of strong literacy skills upon entrance to formal schooling. Read-aloud routines scaffold the learning inherent in the language and literacy development resulting from interactions with informational text.