Abstract of

Supporting Children's Reading of Expository Text in the Geography Classroom

Madeleine Gregg

Diane Carver Sekeres

If children are to read to learn, they must acquire skill in processing and comprehending expository texts. However, teaching children to read and comprehend informational texts takes time, because there are so many complex skills associated with this reading.

Building children's knowledge of the content to be studied and introducing new vocabulary in the context of demonstrations and conversations about realia prepares them to read informational text. Scaffolding their comprehension through activities to promote fluency and direct instruction in reading strategies teaches children how to read to learn. This article reports one teacher's approach to supporting her students' reading of expository text in a third-grade geography classroom and describes the activities and texts used at the beginning of the school year to teach about how the Earth–Sun relationship affects life on Earth.

Abstract from Gregg, M., & Sekeres, D. (2006, October). Supporting Children's Reading of Expository Text in the Geography Classroom. The Reading Teacher, 60(2), 102–110. doi: 10.1598/RT.60.2.1