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Direct linkMacKay, Kathryn Lake; Young, Terrell A.; Munòz, Samantha Hahne; Motzkus, Terah Larmouth – Reading Psychology, 2020
In 2010, the Common Core State Standards (CCSS) were adopted by most states in the US. The authors of these standards called for a shift from previous standards by recommending that young children experience a 50-50 balance between informational and literary reading. For this mixed-methods study, researchers examined the contents of 23 first-grade…
Descriptors: School Libraries, Library Materials, Books, Elementary Schools
Repaskey, Lisa L.; Schumm, Jeanne; Johnson, Jacqueline – Reading Psychology, 2017
This investigation focused on elementary-aged (first and fourth grade) children's individual preferences for narrative and expository text and perceptions of what their same-aged peers would like to read. Preferences and perceptions of text were examined through the lenses of social constructivist and engaged reading theories. The overall purpose…
Descriptors: Preferences, Grade 1, Grade 4, Gender Differences
Akrofi, Amma K.; Swafford, Jeanne; Janisch, Carole – Reading Psychology, 2010
The purpose of this study was to determine what types of texts would best support the at-home reading for a first grader who struggled with reading. Results of running records for 12 books of varying text types indicated he used visual cues, picture cues, and his schema as he attempted to read. Ten of 12 of the texts were hard for him to read.…
Descriptors: Cues, Protocol Analysis, Reading Instruction, Parent Participation
Peer reviewedMohr, Kathleen A. J. – Reading Psychology, 2003
Describes a study of book preferences among 190 first graders. Indicates that Hispanic and non-Hispanic students were more alike than different in their preferences. Concludes that an overwhelming majority selected informational, rather than narrative books. Notes that this finding counters notions that young readers prefer stories and desire…
Descriptors: Cultural Differences, Grade 1, Hispanic American Students, Primary Education
Peer reviewedDonovan, Carol A.; Smolkin, Laura B.; Lomax, Richard G. – Reading Psychology, 2000
Finds that both low-ability and average-ability first-grade readers, and to a lesser extent high-ability readers, from different socioeconomic backgrounds, select books that are beyond students' reading level. Discusses influences of gender and genre on these selections. Discusses the relation of frustration-level texts to interest and motivation,…
Descriptors: Grade 1, Primary Education, Readability, Reader Text Relationship
