Informational Text Content and Structure: Intervention Ideas for Young Children In recent years there has been an effort to increase the use of informational texts in early childhood settings (Pre-K-2), creating a growing need for effective strategies to teach the unique features of informational texts. This article will share practical ideas for supporting young children's exploration of informational content and ... Article
Article  |   August 31, 2016
Informational Text Content and Structure: Intervention Ideas for Young Children
Author Affiliations & Notes
  • Kendra M. Hall-Kenyon
    Department of Teacher Education, Brigham Young University, Provo, UT
  • Barbara Culatta
    Department of Communication Disorders, Brigham Young University, Provo, UT
  • Disclosures
    Disclosures ×
  • Financial: The authors have no relevant financial interests to disclose.
    Financial: The authors have no relevant financial interests to disclose.×
  • Nonfinancial: The authors have no relevant nonfinancial interests to disclose.
    Nonfinancial: The authors have no relevant nonfinancial interests to disclose.×
Article Information
Development / Swallowing, Dysphagia & Feeding Disorders / Cultural & Linguistic Diversity / School-Based Settings / Normal Language Processing / Attention, Memory & Executive Functions / Part 3
Article   |   August 31, 2016
Informational Text Content and Structure: Intervention Ideas for Young Children
Perspectives of the ASHA Special Interest Groups, August 2016, Vol. 1, 90-98. doi:10.1044/persp1.SIG1.90
History: Received May 2, 2016 , Revised June 3, 2016 , Accepted June 7, 2016
Perspectives of the ASHA Special Interest Groups, August 2016, Vol. 1, 90-98. doi:10.1044/persp1.SIG1.90
History: Received May 2, 2016; Revised June 3, 2016; Accepted June 7, 2016

In recent years there has been an effort to increase the use of informational texts in early childhood settings (Pre-K-2), creating a growing need for effective strategies to teach the unique features of informational texts. This article will share practical ideas for supporting young children's exploration of informational content and initial awareness of basic organizational patterns found in informational texts. Strategies will be shared for highlighting relationships that can occur between or among ideas (e.g., problem/solution, compare/contrast, and sequence), strengthening content learning through oral language associated with multiple texts and experiences, and engaging children's interest in informational content.

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