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The work situates the topic within the instructional changes triggered by the Common Core State Standards, where students encounter informational texts throughout K-12 schooling and elementary expectations shift sharply toward informational genres. It reviews earlier research and the scarcity or contested role of informational text, outlining how standards-based reforms and related accountability mechanisms shape teacher practice and literacy acquisition.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-increased-use-of-informational-text-a-phenomenological-study-of-five-primary-classrooms/601881/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-increased-use-of-informational-text-a-phenomenological-study-of-five-primary-classrooms/601881.png","ImageObject",300,407,{"name":92,"@type":93},"CatatanPagi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What drove the increased use of informational text in early grades?","Question",{"text":112,"@type":113},"The study links the shift to the adoption of the Common Core State Standards (CCSS), which increases expectations for informational text across schooling and specifies that elementary students should encounter informational texts as a large portion of their reading materials.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is informational text defined in the literature discussed?",{"text":117,"@type":113},"The text notes that informational text can be described using multiple terms such as expository, non-narrative, nonfiction, or informational, and appears in varied formats including books, newspapers, websites, recipes, articles, and brochures.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the focus of the literature review section?",{"text":121,"@type":113},"The literature review provides context for standards-based educational reforms in the United States (including the CCSS) and examines historical patterns, scarcity, and recent pushback regarding informational text use in primary classrooms.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601881,1792172428,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Educational Considerations  \n\n| Volume 44\u003Cbr>Number 1 Changing Teaching Education | Article 2 |\n| --- | --- |\n\n4-5-2018  \nTeachers’Increased Use of Informational Text: A Phenomenological Study of Five Primary Classrooms  \nHeatherD. Young  \nUniversity of Arkansas-Main Campus, [hkindall@uark.edu](hkindall@uark.edu)  \nChristian Z. Goering  \nUniversity of Arkansas, [cgoering@uark.edu](cgoering@uark.edu)  \nFollow this and additional works at: [http://newprairiepress.org/edconsiderations](http://newprairiepress.org/edconsiderations)  \n Part of the Curriculum and Instruction Commons, Elementary Education Commons, and the Language and Literacy Education Commons  \nRecommended Citation  \nYoung, Heather D. and Goering, Christian Z. (2018) \"Teachers’ Increased Use of Informational Text: A Phenomenological Study of Five Primary Classrooms,\" Educational Considerations: Vol. 44: No. 1. [https://doi.org/10.4148/0146-9282.1870](https://doi.org/10.4148/0146-9282.1870)  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, [please contact](please contact cads@k-state.edu)[ cads@k-state.edu](please contact cads@k-state.edu).  \nYoung and Goering: Increased Use of Informational Text: A Phenomenology  \nTeachers’ Increased Use of Informational Text: A  \nPhenomenological Study of Five Primary Classrooms  \nHeatherD. Young and Christian Z. Goering  \nIn 2010, the adoption of the Common Core State Standards (CCSS) marked several changes in  \ninstruction including that students across the spectrum ofK-12 education would experience an  \nincrease in informational text throughout their schooling,1 topping out at 70% of the school day  \nby 11th and 12th grades. Under this new set of standards adopted by the majority of the United  \nStates, 50% of the texts that elementary-age students encounter should be informational, a  \ndramatic instructional shift in the early grades where learning-to-read has, for over a century,  \nbeen primarily taught through works of literature.2  \nThe call for more informational texts in the early grades is not a new notion. Educational  \nresearch is replete with studies touting the importance of introducing children to this genre  \nearly.3,4,5 Regardless of research findings, most Americans living today likely learned how to  \nread through fictional texts, and those who are teaching in the early grades could well have  \ndecided to teach because they wanted to help students learn to read in the same ways that they learned to read—to find the joy of reading through stories and tales.6,7 We—Heather and Chris—recognize that the impetus for the actual change of including more informational text in the early  \ngrades has likely been the implementation of the CCSS, a phenomenon that Chris has studied  \nnationally and in a single state as part of a research team. This mandated inclusion of  \ninformational text is not merely asking teachers to change their approach or adopt a new tool or  \nstrategy; in some ways at least, it is asking them to rewire or rethink their entire literacy  \nacquisition experience. If we are to believe that teachers teach how they were taught, following  \nLortie’s (1975) concept of “apprenticeship of observation,”8 shifts such as the move to  \ninformational text in early grades represent an unprecedented change for all involved in  \neducation, especially teacher education.  \nLiterature Review  \nLiterature was reviewed in the area of standards-based educational reforms to provide a context  \nfor the most recent standards-based movement in the United States, the CCSS. Additionally,  \nresearch was reviewed regarding the historical use and scarcity of informational text in primary  \nclassrooms, as well as recent push back on the trend of increased use of informational text for  \nyoung students.  \nThroughout the literature, the informational text (IT) genre ma","cbCaiicOOYJedx4N","https://ap.wps.com/l/cbCaiicOOYJedx4N","pdf",520200,"English","# Introduction\n## Literature Review\n## Standards-Based Educational Reforms","[{\"question\":\"What drove the increased use of informational text in early grades?\",\"answer\":\"The study links the shift to the adoption of the Common Core State Standards (CCSS), which increases expectations for informational text across schooling and specifies that elementary students should encounter informational texts as a large portion of their reading materials.\"},{\"question\":\"How is informational text defined in the literature discussed?\",\"answer\":\"The text notes that informational text can be described using multiple terms such as expository, non-narrative, nonfiction, or informational, and appears in varied formats including books, newspapers, websites, recipes, articles, and brochures.\"},{\"question\":\"What is the focus of the literature review section?\",\"answer\":\"The literature review provides context for standards-based educational reforms in the United States (including the CCSS) and examines historical patterns, scarcity, and recent pushback regarding informational text use in primary classrooms.\"}]","Teachers’ Increased Use of Informational Text - A Phenomenological Study of Five Primary Classrooms | PDF",1792093613]