Nonfiction Resources: An Annotated Biography

Akhondi, M., Malayeri, F. A., & Samad, A. A. (2011). How to teach expository
text structure to facilitate reading comprehension. The Reading Teacher,
64(5), 368-372. Retrieved from
http://search.proquest.com/docview/852514370?accountid=10777
The authors, who teach at the Universiti Putra Malaysia, provide a concise argument for
explicitly teaching five nonfiction text structures most commonly found in childrens
nonfiction texts. The five nonfiction structures included in this article are description,
sequence, compare/contrast, cause/effect, and problem/solution, which are very similar
to the articles written by Dymock (2005), and Dymock and Nicholson (2010).
Bass, M. L., & Woo, D. G. (2008). Comprehension windows strategy: A
comprehension strategy and prop for reading and writing informational
text. The Reading Teacher, 61(7), 571-575. Retrieved from
http://search.proquest.com/docview/203281995?accountid=10777
Bass, who teaches at Monmouth University, and Woo, who teaches at New Jersey City
University, explicitly describes the Comprehension Windows Strategy (CWS) as a tool to
aid students as they analyze, synthesize, and organize information they retrieve from
informational texts. The authors also point out that CWS can also be used as a way for
students to organize facts when writing informational texts. Bass and Woo are clear that
CWS needs to be a tool and a prop that needs to be modeled and scaffolded with
students before they are asked to complete a CWS independently.
Beers, G., & Probst, R. (2016). Reading nonfiction: Notice & note stances,
signposts, and strategies. Portsmouth, NH: Heinemann.
The authors, who are literacy consultants to schools both in the United States and
abroad, provides an in-depth study of how to deepen students understanding of
nonfiction texts. In their book, they provide a new definition of nonfiction, one that goes
beyond not fake. The focus of the book is to provide teachers a way to train students to
be critical of the nonfiction texts they encounter. The authors describe and give examples
of several strategies to help students critically read nonfiction.
Bluestein, N. A. (2010). Unlocking text features for determining importance in
expository text: A strategy for struggling readers. The Reading Teacher,
63(7), 597-600. Retrieved from
http://search.proquest.com/docview/203280374?accountid=10777
Bluestein, who teaches in Weston Public Schools in Connecticut, provides a rich discussion
of teaching tips for teaching how to determine importance in nonfiction text. Bluestein
lays out an example of how an elementary teacher should scaffold this instruction to
ensure that struggling readers are able to determine importance successfully. According
to Bluestein, by starting with the biography genre of nonfiction and working successively
through journalistic text, then to informational text/textbooks, this scaffolding provides
struggling readers to determine importance with success.
Bradley, L. G., & Donovan, C. A. (2011). Information book read-alouds as
models for second-grade authors. The Reading Teacher, 64(4), 246-260.
Retrieved from http://search.proquest.com/docview/817785544?
accountid=10777

Bradley, who teaches at Georgia College and State University, and Donovan, who teaches
at the University of Alabama, conducted research to find if student informational writing
skills improved with the use of informational read-alouds as part of writing instruction.
After conducting the research, student writing samples were studied and it was noted
that students were able to provide more factual information, the writing was better
organized, and more informational language (ex: timeless present tense and generic
nouns) was used after educators used a plethora of informational read-alouds in writing
instruction. Whereas, before the read-alouds, students informational writing lacked these
traits.
Calkins, L., & Tolan, K. (2010). Navigating nonfiction in expository text:
Determining importance and synthesizing. Portsmouth, NH: Heinemann.
The authors, who are experts in the field of literacy, provide an abundance of rich lesson
plans, resources, and discourse on a nonfiction-reading unit of study. The authors start
the study with activating background knowledge and end with teaching students to have
meaningful conversations with their peers about their reading. A large part of the study is
devoted to teaching students how to grasp the main idea of a text, which will eventually
lead to determining importance and summarizing. It should be noted that an important
aspect of the study is the workshop and conferring models presented after each lesson.
This provides a wealth of knowledge and insight into creating meaningful and authentic
conferences and small-group work with students.
Castek, J., Zawilinski, L., Mcverry, J., OByrne, W., & Leu, D. (2011). The New
Literacies of Online Reading Comprehension: Expanding the Literacy and
Learning Curriculum. Journal of Adolescent & Adult Literacy, 55(1), 5-14.
doi:10.1598
The authors, who include both professors and doctoral students, researched the ways in
which reading comprehension differs when a student reads online. The authors call this a
new literacy, which has to do more with various communications in the 21 st Century and
how students must be taught to be critical of these communications. The authors give
five reading skills and strategies that should be implemented in the classroom for online
reading.
Cummins, S., & Stallmeyer-Gerard, C. (2011). Teaching for synthesis of
informational texts with read-alouds. The Reading Teacher, 64(6), 394405. Retrieved from http://search.proquest.com/docview/857079374?
accountid=10777
Cummins, who teaches at National-Louis University, and Stallmeyer-Gerard, who teaches
at Barkstall Elementary School, conducted a study on deepening student understanding
with informational texts using research-based teaching practices. The authors wanted to
see if students would be able to synthesize the information in a written response after
either independently reading or listen to a read-aloud. The results from the study were
that modeling with read-alouds and think-alouds are crucial so that students know what
synthesizing information looks like. The authors also noted that unless the educator
takes time to study students written responses (like a formative assessment), little to no
progress in student learning outcomes will be made.
Daniels, H. (2002). Expository text in literature circles. Voices from the Middle,
9(4), 7-14. Retrieved from
http://search.proquest.com/docview/213932200?accountid=10777

Daniels, who teaches at the Center for City Schools at National-Louis University, provided
a pointed argument for the use of authentic nonfiction texts in literature circles. The
author also explained why using authentic nonfiction texts, like newspaper articles, is a
better choice for older students since real nonfiction texts, outside the realm of school, is
what they will encounter. Since authentic nonfiction texts do not always follow a clear-cut
text structure, like those taught in the elementary classroom, it should be noted that
older students should be taught to analyze the complex structures of these authentic
texts and discuss them within literature circles.
Doiron, R. (1994). Using nonfiction in a read-aloud program: Letting the facts
speak for themselves. The Reading Teacher, 47(8), 616. Retrieved from
http://search.proquest.com/docview/203274978?accountid=10777
The author, who at the time this article was published worked at the Department of
Language Education at the University of British Columbia, challenged the comprehensive
role of fiction in read-aloud programs in the elementary classroom by explaining why the
use of nonfiction texts are crucial for elementary students. Doiron also explained why
students love to read and listen to nonfiction texts. Doiron concludes his article by giving
an annotated bibliography of exemplary nonfiction read-alouds.
Donovan, C. A., & Smolkin, L. B. (2011). Supporting informational writing in the
elementary grades. The Reading Teacher,64(6), 406-416. Retrieved from
http://search.proquest.com/docview/857079373?accountid=10777
Donovan, who teaches at the University of Alabama, and Smolkin, who teaches at the
University of Virginia, researched informational reports written by Kindergarten through
fifth grade students and created a continuum of development, which describes the
developmental categories of student informational writing. The continuum is to be used
by elementary educators to first, locate each childs developmental stage in informational
writing, and second, lead educators to prompt students into the next stage of
development.
Dorfman, L. R., & Cappelli, R. (2009). Nonfiction mentor texts: Teaching
informational writing through childrens literature, K-8. Portland, ME:
Stenhouse.
Dorfman and Cappelli provide eight engaging chapters of nonfiction writing topics ranging
from establishing the topic and point to use of voice, syntax, and conventions in
nonfiction. Within each chapter, the authors provide several examples of exemplary
mentor texts to be used with each Your Turn lesson. These, Your Turn lessons are
lesson examples that can be used with students for each writing topic and include a builtin gradual release of responsibility.
Dymock, S., & Nicholson, T. (2010). "High 5!" strategies to enhance
comprehension of expository text. The Reading Teacher,64(3), 166-178.
Retrieved from http://search.proquest.com/docview/791766196?
accountid=10777
Dymock, who teaches at the University of Waikato in New Zealand, and Nicholson, who
teachers at Massey University also in New Zealand, provided a concise description of the
High 5 comprehension strategies for expository texts. The five comprehension strategies,
which include activating background knowledge, questioning, analyzing text structure,
creating mental images, and summarizing, were research based and proven to enhance
comprehension of expository text.

Dymock, S. (2005). Teaching expository text structure awareness. The Reading

Teacher, 59(2), 177-182. Retrieved from
http://search.proquest.com/docview/203285074?accountid=10777
Dymock, who teaches in the School of Education at the University of Waikato, provided
research for explicitly teaching expository text structures, gives examples for how to
explicitly teach those text structures, and describes four of those text structures most
commonly found in elementary nonfiction texts. The four text structures included in the
article are list, web, matrix, and string patterns.
Fisk, C., & Hurst, B. (2003). Paraphrasing for comprehension. The Reading
Teacher, 57(2), 182-185. Retrieved from
http://search.proquest.com/docview/203277348?accountid=10777
The authors of this article give a deeply engaging teaching tip on how to teach students
to paraphrase for understanding. Even though this reading strategy is not solely used for
nonfiction texts, it is an important comprehension tool that can and should be used. Fisk
and Hurst are quick to point out that paraphrasing for comprehension is more than giving
a quick summary, but it is a way for students to use all four modes of communication:
reading, writing, listening, and speaking, in order to improve comprehension of a text.
According to the authors, a true paraphrase should include main ideas, supporting
details, and should use the same voice as the author. The authors give a quick overview
of the four steps to paraphrase for comprehension. (1) Initial reading and discussion, (2)
second reading and note-taking, (3) written paraphrase, and (4) sharing paraphrases.
Gill, S. R. (2010). What teachers need to know about the "new" nonfiction. The
Reading Teacher, 63(4), 260-267. Retrieved from
http://search.proquest.com/docview/203280035?accountid=10777
The author, who teaches at Murray State University, studied a variety of award-winning
nonfiction picture books for children and found that the best books had three main
characteristics. Gill found that the best nonfiction books for children included a visual
emphasis, accuracy with factual information, and engaging writing. Gill also includes a
brief description of a few award-winning nonfiction books that fell short in these
categories so that they are not used to teach nonfiction skills. Gill concludes by describing
ways that educators can use these new nonfiction picture books with their students in
the classroom.
Harvey, S., Goudvis, A., and Colleagues (2005). The Comprehension toolkit
sampler: Nonfiction reading strategies for every instructional setting.
Portsmouth, NH: Heinemann.
The authors of the toolkit sampler combined several aspects of The Comprehension
Toolkit for teachers to acquire several free resources and an overview of the curriculum it
offers for teachers looking to purchase the entire Toolkit. Included in the Toolkit sampler
was a section that described why choosing authentic and high-interest nonfiction texts for
students is crucial for aiding comprehension.
Livingston, N., Kurkjian, C., Young, T., & Pringle, L. (2004). Nonfiction as
literature: An untapped goldmine. The Reading Teacher, 57(6), 582-584.
Retrieved from http://search.proquest.com/docview/203278856?
accountid=10777
The authors, who include educators as well as actual authors of childrens nonfiction,
began this article by describing how nonfiction texts have often been neglected in reading

instruction because fiction books are often synonymous with childrens literature. The
authors are quick to explain that nonfiction is crucial for students to study, both for the
content, and also for the structure. The authors go on to explain how comprehending
nonfiction can be an area of difficulty for children, but then gives a list of instructional
resources for teaching comprehension in nonfiction. The article even includes an example
of how to use a Readers Theater format for nonfiction in order to increase fluency and
comprehension.
Marcell, B. (2007). Traffic light reading: Fostering the independent usage of
comprehension strategies with informational text.The Reading Teacher,
60(8), 778-781. Retrieved from
http://search.proquest.com/docview/203281960?accountid=10777
The author, who teaches at an elementary school in Chicago, whimsically describes Traffic
Light Reading (TLR), which is a tool used to support students in reading comprehension
and metacognition. Even though this tool can be used with fictional texts, the purpose in
this particular article was for it to be used with nonfiction texts. Marcell describes, in
great detail, how the modeling and scaffolding of this tool may be used in an elementary
classroom. According to the author, because of the checklist nature of the traffic light
tool, students are able to independently think about what they have read before, during,
and after reading, thus increasing comprehension.
Palmer, R. G., & Stewart, R. A. (2005). Models for using nonfiction in the
primary grades. The Reading Teacher, 58(5), 426-434. Retrieved from
http://search.proquest.com/docview/203284026?accountid=10777
The authors, who teach at Boise State University, studied and explored the use of
nonfiction in primary classrooms. Like other articles I have read, Palmer and Stewart
also agree that nonfiction has long been neglected in the elementary classroom. They
combined their research on nonfiction instruction with others in order to present three
models for using nonfiction in the primary grades: (1) teacher-directed instruction, (2)
scaffolded student investigation, and (3) independent student investigation. The authors
conclude that if all three models are used, in addition to other findings from the
researchers cited in the article, students will be successful in using nonfiction texts,
comprehending the information, and extracting information to be used in other areas like
project-based learning, informational writing, etc.
Reutzel, D., & Cooter, R. (2011). Strategies for reading assessment and
instruction: Helping every child succeed (4th ed.). Boston, Mass.:
Pearson.
Reutzel and Cooter, Jr. brought a wealth of knowledge on reading the reading skills
children must be able to use and how to teach and assess those skills in the classroom.
The book was divided into chapters based on reading skills, each including several lesson
examples and activities that could be used in the classroom. Specifically, the authors
included a section on reading comprehension of online texts. The authors included
research from the University of UCONN explaining some of the different comprehension
skills needed to critically read an online article.
Stephens, K. E. (2008). A quick guide to selecting great informational books for
young children. The Reading Teacher, 61(6), 488-490. Retrieved from
http://search.proquest.com/docview/203282927?accountid=10777
The author, who teaches at LeTourneau University, gives a succinct guide for educators to
select appropriate informational books for students. Stephens makes it clear that because

of the plethora of childrens literature available, it is crucial for educators to be particular

and critical of the informational books they choose for students. In the guide, Stephens
includes a light-hearted description of each item on the checklist by using an ongoing
analogy of children going to a museum and likening that experience to students
interacting with an informational text.
Stien, D., & Beed, P. L. (2004). Bridging the gap between fiction and nonfiction
in the literature circle setting. The Reading Teacher, 57(6), 510-518.
Retrieved from http://search.proquest.com/docview/203277405?
accountid=10777
Stein, who teaches third grade, and Beed, who is a professor of literacy instruction at the
University of Northern Iowa, conducted research to find if third grade students could
carry over the skills used in literature circles from fiction to nonfiction, and what affects it
had on student learning. At the end of the study, the authors noticed student attitude
toward reading, in general, increased. In addition, students reported that they could
explain the difference between fiction and nonfiction and give examples. Most
importantly, at the end of the study there was a major increase in the number of
students who willingly chose to read nonfiction on their own.