Reading Informational Texts in the Early Grades - Pearson

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Slater, W. H. and M. F. Graves. Research onexpository text: Implications for teachers.In K. D. Muth (ed.), Children’sComprehension of Text: Research intoPractice (pp. 103–139). Newark, DE:International Reading Association, 1989.Smolkin, L. and C. Donovan. The contextof comprehension: The information bookread aloud. Elementary School Journal, 102(2001), pp. 97–122.Stein, N. L. and C. G. Glenn. An analysisof story comprehension in elementaryschool children. In R. O. Freedle (ed.),New Directions in Discourse Processing(pp. 53–120) (1979).Trabasso, T. and P. van den Broek. Causalthinking and the representation of narrativeevents. Journal of Memory and Language, 24(1985), pp. 612–630.Venezky, R. L. The origins of the presentday chasm between adult literacy needs andschool literacy instruction. Visible Language,16 (1982), pp. 112–127.Whaley, J. Readers’ expectations for storystructure. Reading Research Quarterly, 17(1981), pp. 90–114.Wineburg, S. On the reading of historicaltexts: Notes on the breach betweenschool and academy. American Journal ofEducation, 28 (1991), pp. 495–519.Yopp, R. H. and H. K. Yopp. Sharinginformational text with young children. TheReading Teacher, 53 (2000), pp. 410–423.Research Into Practice • Pearson Scott Foresman 7
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