Abstract of

Children's Literature and Reading Instruction: Past, Present, and Future

Miriam G. Martinez

Lea M. McGee

This paper examines the historical, political, and research roots and the currents of change which have led to the dramatic shift in reading instruction from being primarily basal dominated to being more literature driven. Historically, basal readers provided few, if any, works of literature. Further, literature was not readily accessible in schools even in school libraries until the latter part of this century. Until recently, reading methods textbook authors provided little advice on the use of literature in reading instruction beyond mention of its importance for reading enjoyment. Gradually a variety of complex factors led to the shift toward literature-based reading instruction. Research on early reading including storybook reading provided insights into the importance of literature in reading development, theories of reading shifted to include literary and socio cultural theories, teacher-led movements impacted teachers' use of literature, Texas and California mandated literature in basals and reading instruction, and professional journals increasingly published articles about literature's role in literacy learning. The future of children's literature in reading instruction depends, in part, on exploiting the potential of on line and electronic texts, fine-tuning genres of literature which will counter present and future criticisms of literature's usefulness, and constructing theories of why reading instruction requires literature as an essential component of reading instruction.

Abstract from Martinez, M.G., & McGee, L.M. (2000). Children's Literature and Reading Instruction: Past, Present, and Future. Reading Research Quarterly, 35(1), 154–169. doi: 10.1598/RRQ.35.1.11