The increasing pressure on K-12 educators to focus on informational texts in content area learning continues to present challenges for classroom educators. Although it is widely acknowledged that informational texts are linguistically demanding, there is a gap between recognizing that these texts are challenging and implementing language-specific strategies to support upper elementary students’ comprehension of these challenging texts. The strategies explicated in this article are linguistically informed approaches to support student engagement with the language of informational text.

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Originally published:

Adams, Brittany, et al. (2024). Scaffolding Expository Reading with Picture Books: Strategies for Comprehending Informational Language. In The Reading Teacher, vol. 0, no. 0. pp. 1-10. doi:10.1002/trtr.2286.