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Students struggle with comprehending informational text far more than fiction. It is both a classroom problem as well as a building wide problem (as displayed by building wide NWEA data).

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-What strategies could make informational text easier for students to understand?
-Is there a recommended amount of time students should be exposed to informational text each week?
-Do parents read informational books and articles with their students at home?
-Will I focus my research on a small group of students or on my class as a whole (26 students)?
-Will writing about the informational topic the student is reading increase their understanding of it?

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- Integrate cross curricular trade books/videos/ resources into informational text reading
- Students need access to a variety of informational books
- Discussion of reading builds understanding

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- Explicitly teach each text structure one per week using graphic organizers
- Increase the amount of informational books students read...send home one trade book per week with discussion questions to open up parent conversation and involvement
- Integrate cross curricular books into learning
- SQ3R strategy with a small group
- Literature circles with informational books (groups set up by reading level)
- Use multi media/cross curricular books to build background knowledge on topics being taught

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"The goal of action research is to enhance the lives of students and teachers through positive educational change." (Mills, 2018, p. 230)

"...those involved in action research must recognize that change tends not to be neat, linear, or rational." (Mills, 2018, p. 232)

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Articles of Sources in Annotated Bibliography

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Articles of Sources in Annotated Bibliography

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Children's comprehension of informational text- Reading, engaging, and learning

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Articles of Sources in Annotated Bibliography

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Articles of Sources in Annotated Bibliography

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Articles of Sources in Annotated Bibliography

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Articles of Sources in Annotated Bibliography

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Articles of Sources in Annotated Bibliography

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Articles of Sources in Annotated Bibliography

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Improving 4th Grade Primary School Students' Reading Comprehension Skills

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Articles of Sources in Annotated Bibliography

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Articles of Sources in Annotated Bibliography

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Articles of Sources in Annotated Bibliography

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Articles of Sources in Annotated Bibliography

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Articles of Sources in Annotated Bibliography (4 total sources...3 links plus 1 PDF article)

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Articles of Sources in Annotated Bibliography (4 total sources...3 links plus 1 PDF article)

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http://www.ascd.org/publications/educational-leadership/dec12/vol70/num04/Nonfiction-Reading-Promotes-Student-Success.aspx

https://literacyworldwide.org/blog/literacy-daily/2015/09/03/informational-text-comprehension

https://fisherpub.sjfc.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1249&context=education_ETD_masters

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U. S. Fourth Graders’ Informational Text Comprehension- Indicators from NAEP

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Strategies for Teaching With Non-Fiction Informational Texts

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Strategies for Teaching With Non-Fiction Informational Texts

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http://www.dianehjohnson.com/uploads/1/3/4/5/13452203/strategies_for_teaching_with_non-fiction_informational_texts.pdf

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Strategies to Improve Reading Comprehension of Informational Texts Prezi

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Strategies to Improve Reading Comprehension of Informational Texts Prezi

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https://prezi.com/mn2qrrt1s60t/strategies-to-improve-reading-comprehension-of-informational-texts/

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Sanacore, J., & Palumbo, A. (2008). Understanding the fourth-grade slump: our point of view. The Educational Forum, 73(1), 67-74.

Sanacore and Palumbo, Professors of Education at Long Island University, wrote this essay to explain what the phenomena of “the fourth grade slump” is and how to remedy it. The essay begins by examining the achievement gaps between students who come from low income families and students who come from affluent families. They discovered that one reason for the achievement gap is that students who come from low income families are exposed to half as many words than students from affluent families which creates a limited vocabulary for them. The essay then goes on to explain that that the fourth grade slump occurs primarily from test preparation methods and textbook learning which hinders reading and vocabulary skills. To fix this problem, the professors suggest two potential solutions. First, students should have more time to read for pleasure. Second, informational text should be introduced earlier within a child’s education rather than later. They suggest that fictional texts should be used to supplement textbook reading as students progress through their education.

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Strategies to use to aid in reading comprehensio

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Strategies to use to aid in reading comprehensio

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http://www.readingrockets.org/article/seven-strategies-teach-students-text-comprehension

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- With the strict emphasis on following a basal curriculum in my district, will I be allowed to stray and explicitly teach/model the text structures?
-Will it be difficult to get consent from parents for their child to participate in the research project?
- Will students feel comfortable participating? How should it be explained to them in an honest, helpful manner
- What data will be used to determine growth in informational reading comprehension...weekly tests? NWEA spring data?

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Hryniuk-Adamov, C. (2008). Text structures: teaching patterns in reading and writing. Journal of Adolescent & Adult Literacy, 52(2), 178+. Retrieved from http://link.galegroup.com.marygrove.idm.oclc.org/apps/doc/A188158051/AONE?u=lom_marygrove&sid=AONE&xid=e4dc5604

Author Hryniuk-Adamov states in her essay that students struggle with informational text because many of their reading experiences in the primary grades focus solely on listening to and reading fiction. As a result, students struggle because informational texts are organized in a different structure and are written using main ideas and supporting details which many students fail to distinguish between. To correct this issue, she advocates that teachers can help students improve their understanding of informational text by implementing the program Text Structures: Teaching Reading and Writing by Dianne Dillabough. Diane is a former elementary teacher and produced this program to build a deep understanding of informational text through step by step lesson plans, graphic organizers, and model paragraphs that come together to help students produce reading skills that can be transferable among subject areas. For maximum results of being able to learn skills to read informational text and transfer them, it is recommended to be used as a cross-curricular tool and with a gradual release model.

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Powerpoint- Improving Comprehension of Informational Text

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Powerpoint- Improving Comprehension of Informational Text

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Factors that influence ability to comprehend informational text:

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Factors that influence ability to comprehend informational text:

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- interest level
- vocabulary knowledge
- time spent exposed to the genre
- access to a variety of informational texts
-reading strategies: read alouds, explicit vocabulary instruction, KWLS
- socioeconomic status
- home literacy environment
- graphic organizers