The purpose of this action research study was to explore the use of informational text in kindergarten through sixth grade classrooms in one elementary school. The research was based on analyzing responses given by teachers on a self-report survey; which addressed various aspects of their use of informational texts. The survey included questions about the sources teachers used to find informational texts, the criteria used in selection of such texts, and the frequency and purposes for informational text use. These data were then compared according to teachers' years of teaching experience and grade level taught to see the influence of such groupings. Findings indicated that teachers tend to use the sources for informational texts that are most readily available within a school. Further, findings indicated that not all teachers use the same selection criteria for picking informational texts to use in their classrooms and teachers value different criteria for selection of such texts. Next, frequency of use of informational texts varied from teacher to teacher, with some teachers using informational texts often and some using informational texts very little. The use of such texts was almost always tied to specific content, but the purposes for use of informational texts varied from teacher to teacher, with some teachers being very specific in their purpose, to others being very vague about their purpose for the use of such texts. Finally, findings show that there were differences in the ways teachers in two grade-level groups selected and used informational texts.
College and Department
David O. McKay School of Education; Teacher Education
BYU ScholarsArchive Citation
Sorensen, Marjean, "A Closer Look at One Elementary School's Use of Informational Text in Classroom Instruction" (2009). Theses and Dissertations. 2016.
informational text, text, classroom instruction, classroom, instruction, elementary school, grades kindergarten through sixth