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This study examines the nature of engagement with informational text by exploring four gifted students' responses to children's information books and informational storybooks. The researchers interviewed the students and students recorded their responses to books in journals over the course of the study. Results indicated that these children expressed a variety of reasons for reading nonfiction and held interesting perceptions and strong opinions about informational content, which varied according to text type. Children identified authors' purposes and genre differences, and expressed preference for books with depth of coverage along with a creative format.

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