The Common Core set a standard for all children to read increasingly complex texts throughout schooling. The purpose of the present study was to explore text characteristics specifically in relation to early-grades text complexity. Three hundred fifty primary-grades texts were selected and digitized. Twenty-two text characteristics were identified…

In this article, we describe how to help primary-grade English language learners use compare-contrast text structures. Specifically, we explain (a) how to teach students to identify the compare-contrast text structure, and to use this structure to support their comprehension, (b) how to use compare-contrast texts to activate and extend students'…

Hands-on explorations can be extended through interactions with informational texts, enhancing both science learning and literacy development. In this article, the author describes a primary-grade science activity that begins with students examining pine cones and sharing their experiences and observations with peers. The students then generate…

This study investigates the effectiveness of an instructional program designed to teach 2nd graders how to comprehend compare-contrast expository text. Along with introducing new content (animal classification), the program emphasizes text structure via clue words, a sequence of questions, and a graphic organizer, and via the close analysis of…

Finds that first graders who received direct instruction in awareness of four pragmatic language functions (heuristic, imaginative, regulatory, and personal) evidenced greater recognition and awareness of these functions in narrative than did uninstructed children. Implies that it is useful to cultivate such pragmatic awareness to promote…

A study considered the tasks for beginning readers posed by currently available beginning reading programs. A set of guidelines for evaluating beginning reading texts was identified. According to the model used, such texts should be "engaging, accessible, and generalizable." These guidelines were used to examine the literature components…

The differences in off-task behavior rates exhibited by kindergarten students during narrative and non-narrative-based social studies instruction was investigated. Off-task behavior was operationally defined and students were observed during eight different lessons. Four lessons employed story narrative picture books and four lessons used…

Explores the nature of the picture story book event from a semiotic perspective. Describes a classroom event in which a picture story book was constructed during teacher-student-text interaction in a second grade classroom using involving oral reading and discussion, interpretations of the main character's traits, letters to the author, and…