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Current Research
“
Dead Presidents and Whales:
Engaging Students With
Nonfiction Texts
DEAD PRESIDENTS AND WHALES: ENGAGING STUDENTS WITH NONFICTION TEXTS
39
Only in the past decade, however, have
researchers begun to uncover that it’s not
just how much students read that matters,
but also
what
they read. In particular,
students need to read and comprehend
informational texts as often – and as
fluently – as they do narrative texts …
One reason reading nonfiction may be so
important is that it helps students develop
that background knowledge, which itself
accounts for as much as 33 percent of the
variance in student achievement (Marzano,
2000.) Background knowledge becomes
more crucial in the later elementary grades,
as students begin to read more content-spe-
cific textbooks (Young, Moss & Cornwell,
2007) that often include headings, graphs,
charts, and other text elements not often
found in narrative fiction they encountered in
the lower grades (Sanacore & Palumbo, 2009).
– Goodwin, B. and Miller, K. (2013).
Common Core: Now What?
Educational Leadership
,
70(4), 80-82.
W
While many students enjoy or even prefer nonfiction texts, some ex-
press disinterest or avoidance in reading nonfiction. How can we engage
students with nonfiction, especially when past reading experiences may
be limited to dry textbook reading and research report assignments?
Join Donalyn Miller in this session as she shares instructional moves and
resources for engaging students with nonfiction (or any genre they avoid).
This session includes a look at newer nonfiction titles, authors, and for-
mats, as well as online tools and resources.