Sharing Informational Text with Young Children.

By R. Yopp, H. Yopp. 2000

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Informational Texts as Read-Alouds at School and Home (2006, background): “In a preliminary study of 126 primary-grade teachers, we also found few teachers reading nonfiction aloud, with only 14% of the reported titles categorized as such (H. K. Yopp & Yopp, 1999; R. H. Yopp & Yopp, 2000).”
Preschoolers' Acquisition of Scientific Vocabulary Through Repeated Read-Aloud Events, Retellings, and Hands-On Science Activities (2008, background): “…noted the scarcity of information books in early elementary classrooms while recognizing the importance of nonfiction reading material in building children’s background knowledge and vocabulary in the content areas (Brabham, Boyd, & Edgington, 2000; Duke, 2000; Kamberelis, 1998; Yopp & Yopp, 2000).”
Children's Choices for Recreational Reading: A Three-Part Investigation of Selection Preferences, Rationales, and Processes (2006, background): “Researchers have recently recommended providing sufficient exposure to a variety of texts to help learners develop and apply varied literacy skills and strategies that will transfer to real-world reading (Caswell & Duke, 1998; Duke & Kays, 1998; Pappas, 1993; Yopp & Yopp, 2000).”
Vocabulary input through extensive reading: A comparison of words found in children's narrative and expository reading materials (2004, background): “1999 ; Hulstijn 2001 ; Loranger 1999 ; Mahony , Singson , and Mann 2000 ; Vacca and Vacca 1996 ; Wesche and Paribakht 2000 ; Yopp and Yopp 2000 ) .”