An Exploration of Prevalence and Usage of Hi-Lo Texts in Today's Classrooms

Autor/inn/en	Winter, Marna K.; O'Neill, Kristen
Titel	An Exploration of Prevalence and Usage of Hi-Lo Texts in Today's Classrooms
Quelle	In: Reading & Writing Quarterly, 39 (2023) 6, S.455-469 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2022.2136589
Schlagwörter	Elementary School Teachers; Secondary School Teachers; Reading Instruction; Reading Teachers; High Interest Low Vocabulary Books; Teacher Attitudes; Teacher Characteristics; Curriculum Development; Teaching Experience; Readability; Knowledge Level; Incidence; Instructional Materials + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Leseunterricht; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Lehrerverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lesbarkeit; Wissensbasis; Vorkommen; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	The need for High-Interest Low-Readability books (Hi-Lo) has been acknowledged by reading specialists and teachers alike since the 1900s, yet there is a research gap regarding teacher knowledge of and access to these books. This study sought to understand teacher awareness of Hi-Lo books, access to them, and usage within classrooms in the United States. Utilizing a mixed methods survey shared via social media platforms, teachers gave their perceptions of and experiences with Hi-Lo texts. Findings point to knowledge of Hi-Lo books among teachers, but a lack of usage in the classrooms, which is influenced by stakeholders involved in curricular decision-making. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01