Statement of Problem
Content area curricula, such as social studies, historically have depended upon textbooks to teach material to students. At the elementary level, between the third and fourth grade a major shift occurs in the types of reading students are being asked to do, which includes more specific content area text. This proves problematic for some students. The syntax in the books they are expected to read becomes more complex and demanding (Allington, 2002). School systems purchase textbooks for use by all children with little regard for the different reading abilities of the students who will be using them. The use of a single textbook is inappropriate for the reading levels of many, if not most, students (Hume, 1996).
It is important that all types of literature be incorporated into today's classrooms. Nonfiction enhances our understanding of the topics under study. It allows us to investigate the real world and inspires us to dig deeper to inquire and better understand (Harvey, 2002). All forms of nonfiction should be used, from informational reference books to journals. We need to surround our students with nonfiction text, fill them in on the elements of the genre, point out the ways to acquire information, and encourage them to explore the real world through this exciting genre (Harvey, 2002).
Although most classrooms are filled with books, most of them are narrative fiction. One of the most repeated claims of history education advocates is that historical narrative is more interesting and comprehensible to students than the expository writing of social studies textbooks (Nelson & Nelson, 1999). Reading aloud informational books can help student increase knowledge and encourages them to seek out more information.
Fiction in all forms is a wonderful resource for social studies classrooms. A student's aesthetic response to a piece of fiction that has been read in conjunction with an expository text, will help the students make a connection which will result in a higher percentage of retention of the material read.
Reading picture books aloud is an ideal strategy for content-area teachers because of the short format, in-depth treatment of topics, and visual and content appeal of the the books (Albright, 2002). Picture books provide powerful images, which can help students understand historical events. The images in these books can be used not only to illustrate the historical event, but also to assist students in identifying the artist's bias or point of view. Pictures books serve a springboards for children's thinking (Dickinson, 1995).
There are some several concerns to be noted when incorporating literature into the classroom. First, guidelines need to be established for choosing appropriate material. In addition, to include more literature in the curriculum, a theoretical shift on how the material will be used is necessary. Surrounding students with a rich variety of materials, which are then used to promote learning in a meaningful way, will lead not only to true learning, but a desire to learn.
Children need the depth of experience that can come only from the experience of reading a wide range of high quality texts, in which they can find satisfying stories, poems, and other information that will extend their understanding of how the world works (Dombey), *
* References listed on Resources Page.
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