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Reading Matters

Research Matters

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Reading Matters | Volume 16 • Winter 2016 |

scira.org

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15

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time by increasing the intentionality of my instructional choices

and reflecting on how those choices impacted my students.

Incorporating children’s literature can help teachers build upon

students’ innate interest in learning while at the same time

meeting the demands of the Common Core Standards (2010).

There will always be students like Annie, who need more support

to become engaged in certain subjects. However, taking time to

really get to know your students and altering the texts they are

exposed to may help you pave the way for meaningful learning.

References

Atkinson, T. S., Matusevich, M. N., & Huber, L. (2009). Making science trade book

choices for elementary classrooms.

The Reading Teacher, 62,

484–497.

Bryan, G., & Mason, R. (2012). Count on more than just counting with counting

books.

Canadian Children, 37

(2), 61–64.

Clarke, D. (2002). Making measurement come alive with a children’s storybook.

Australian Primary Mathematics Classroom, 7

(3), 9-13.

Common Core State Standards Initiative (2010).

Preparing America’s students for

college and career.

Washington, DC: National Governors’Association and CCSSO.

Retrieved from:

http://www.corestandards.org/the-standards

.

Courtrade, G. R., Lingo, A. S., Karp, K. S., &Whitney, T. (2013). Shared story

reading: Teaching mathematics to students with moderate and severe disabilities.

Teaching Exceptional Children, 45

(3), 34–44.

Donovan, C. A., & Smolkin, L. B. (2001). Genre and other factors influencing

teachers’book selections for science instruction.

Reading Research Quarterly, 36,

412-440.

Dreher, M. J., & Dromsky, A. (2000, December).

Increasing the diversity of

young children’s independent reading.

Paper presented at the National Reading

Conference, Scottsdale, Arizona.

Duke, N. K. (2004). The case for informational text.

What Research Says about

Reading, 61

(6), 40-44.

Duke, N. K., Caughlan, S., Juzwik, M. M.,& Martin, N. M. (2012).

Reading and

writing genre with purpose in K–8 classrooms.

Portsmouth, NH: Heinemann.

Hartman, D. K. (2002).

Using informational books in the classroom: Letting the facts

(and research) speak for themselves.

Red Brick Learning: University of Pittsburgh.

Haury, D. L. (2001). Literature-based mathematics in elementary school.

Eric

Digest.

Retrieved from

http://eric.ed.gov/?idDED464807

Hellwig, S. J., Monroe, E. E., & Jacobs, J. S. (2000). Making informed choices:

Selecting children’s trade books for mathematics instruction.

Teaching Children

Mathematics, 7,

138–143.

Hong, H. (1996). Effects of mathematics learning through children’s literature on

math achievement and dispositional outcomes,

Early Childhood Research Quarterly,

11

(4), 477-494.

Hunsader, P. D. (2004). Mathematics trade books: Establishing their value and

assessing their quality.

The Reading Teacher, 57

, 618–629.

Hyde, A. A. (2006).

Comprehending math: Adapting reading strategies to teach

mathematics, K-6.

Portsmouth, NH: Heinemann.

Jobe, R., & Dayton-Sakari, M. (2002).

Infokids: How to use nonfiction to turn

reluctant readers into enthusiastic learners.

Markham, Ontario, Canada: Pembroke.

Moss, B., & Newton, E. (2002). An examination of the informational text genre in

basal readers.

Reading Psychology, 23

(1), 1–13.

Murphy, S. J. (1999). Learning math through stories.

School Library Journal,

122-

123.

Powell, S. R., & Nurnberger-Haag, J. (2015). Everybody counts, but usually just

to 10! A systematic analysis of number representations in children’s books.

Early

Education and Development, 26

(3), 377-398.

Rogers, R. M., Cooper, S., Nesmith, S. M., & Purdum-Cassidy, B. (2015). Ways that

preservice teachers integrate children’s literature into mathematics lessons.

The

Teacher Educator, 50

(3), 170-186.

Shatzer, J. (2008). Picture book power: Connecting children’s literature and

mathematics.

The Reading Teacher, 61

, 649-653.

Stake, R. E. (1995).

The art of case study research.

Thousand Oaks, CA: SAGE

Publications.

Van deWalle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013).

Elementary and middle

school mathematics: Teaching developmentally

(8th ed.). Boston, MA: Pearson.

Whitin, D. J., &Wilde, S. (1992).

Read any good math lately? Children’s books for

mathematical learning, K-6.

Portsmouth, NH: Heinemann.

Whitin, D. J. (2008). Learning our way to one million.

Teaching Children

Mathematics, 14,

448-453.

Williams, T. L. (2009). A framework for nonfiction in the early grades.

Literacy

Research and Instruction, 48

(3), 247-263.

Wixson, K. (2005). Reading informational texts in the early grades.

Research into

Practice: Pearson Scott Foresman

, 1-8.

Children’s Literature Cited

Axelrod, A. (1997).

Pigs will be pigs: Fun with math and money.

New York, NY:

Aladdin Paperbacks.

Briggs, R. (1970).

Jim and the beanstalk.

New York, NY: Coward-McCann, Inc.

Burns, M. (1994).

The greedy triangle.

New York, NY: Scholastic Inc.

Cribb, J. (1990).

Money

(Eyewitness Books). New York: Knopf.

Schwartz, D.M. (1985).

How much is million?

New York, NY: Lee & Shepard Books.