First Grade Teachers’ Perspectives on Using Nonfiction Texts in Guided Reading and Read-Aloud Lessons

Abstract

This research assessed first-grade teachers’ perspectives on using nonfiction text during guided reading and read-aloud lessons. Three teachers were all surveyed, observed, interviewed, and their classroom libraries were inventoried. Later the study revealed teachers’ perspectives on using nonfiction text. The findings showed there was a positive correlation between teachers’ increase in confidence and their use of the texts, and that teachers who had a high number of nonfiction texts in their classrooms incorporated the texts more often. The research gave implications for student learning which were students benefit from being taught about nonfiction text structure and nonfiction text engages students. It is recommended that teachers require education on nonfiction text and students need to be engaged with nonfiction text.