The Frequency of Informational Text Read-Alouds in Kindergarten and Its Association with Students' Vocabulary and Knowledge Development
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| Title: | The Frequency of Informational Text Read-Alouds in Kindergarten and Its Association with Students' Vocabulary and Knowledge Development |
|---|---|
| Language: | English |
| Authors: | Sen Wang (ORCID |
| Source: | Early Childhood Education Journal. 2026 54(2):837-849. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A170635 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Preschool Education |
| Descriptors: | Kindergarten, Young Children, Preschool Teachers, English Instruction, Language Arts, Reading Instruction, Reading Aloud to Others, Vocabulary Development, Social Studies, Mathematics, Scientific Concepts, Teaching Methods, Instructional Effectiveness |
| DOI: | 10.1007/s10643-025-01885-z |
| ISSN: | 1082-3301 1573-1707 |
| Abstract: | While informational texts have been shown to enhance vocabulary and content knowledge, most prior research indicates that early childhood teachers seldom read such texts to their students. This study offers an updated perspective on the frequency of informational text use during read-aloud sessions by kindergarten teachers. These teachers work in a large urban U.S. district committed to building content knowledge through read-alouds during ELA instruction. Over the course of a semester, 38 teachers completed 174 reading logs, covering 310 titles, which yielded three key findings: the average proportion of informational text read-alouds was higher than reported in previous studies, there was considerable variation among teachers in how often they used informational texts for read-alouds, and informational texts related to social studies and math were read aloud less frequently than those focused on science concepts. Furthermore, the study examined the relation between the frequency of informational text read-alouds and kindergarten students' gains in vocabulary and content knowledge over one academic year. The results indicated that the frequency of informational text read-alouds did not significantly correlate with students' vocabulary and knowledge gains, suggesting that the current instructional practices during these read-alouds may not be sufficient to effectively support students' learning in these areas. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | EJ1507518 |
| Database: | ERIC |
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| Abstract: | While informational texts have been shown to enhance vocabulary and content knowledge, most prior research indicates that early childhood teachers seldom read such texts to their students. This study offers an updated perspective on the frequency of informational text use during read-aloud sessions by kindergarten teachers. These teachers work in a large urban U.S. district committed to building content knowledge through read-alouds during ELA instruction. Over the course of a semester, 38 teachers completed 174 reading logs, covering 310 titles, which yielded three key findings: the average proportion of informational text read-alouds was higher than reported in previous studies, there was considerable variation among teachers in how often they used informational texts for read-alouds, and informational texts related to social studies and math were read aloud less frequently than those focused on science concepts. Furthermore, the study examined the relation between the frequency of informational text read-alouds and kindergarten students' gains in vocabulary and content knowledge over one academic year. The results indicated that the frequency of informational text read-alouds did not significantly correlate with students' vocabulary and knowledge gains, suggesting that the current instructional practices during these read-alouds may not be sufficient to effectively support students' learning in these areas. |
|---|---|
| ISSN: | 1082-3301 1573-1707 |
| DOI: | 10.1007/s10643-025-01885-z |
