Although researchers and theorists have shown the value of using literature in the curriculum (Huck, Hepler, and Hickman, 1987; Norton, 1993), studies show that the use of children's literature in the classroom is not as common as one might think (Blass and Jurenka, 1989-1990; Morrow, 1982). One study suggests that teacher location may be related to the use of literature-based instruction (Lehman, Allen, and Freeman 1990). This study found that teachers in rural areas were less confident about teaching with literature without the benefit of a published reading program than urban and subur ban teachers. Rural teachers were also much more likely to feel that lists of recommended children's books for each grade level were important.
Altieri, J. L. (1997). The Role of Children's Literature in One Rural Town's Elementary School: A Case Study. Reading Horizons: A Journal of Literacy and Language Arts, 37 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol37/iss3/2