Who+benefits+from+nonfiction+and+how?

__Who benefits from nonfiction and how?__ Nonfiction is important and beneficial for students of all ages. It incorporates learning across all content areas, including math, science, social studies, and technology (Flowers and Flowers, 2009, pg. 41). Students who are challenged by the ideas of nonfiction will think critically about the ideas presented and create their own questions to guide them through a topic and text.

All students are faced with standardized testing, textbooks and increase of nonfiction in middle school and high school, and research projects. Those students who receive instruction using nonfiction material will have greater success in these areas. It has been found that most of the reading passages students will encounter in standardized test are nonfiction. Because these passages can be complex or set up differently than a traditional narrative passage, students will benefit from receiving early and continued exposure to nonfiction passages. Students increased exposure to nonfiction, especially in the primary grades, will have higher academic success rates in the older grades where nonfiction/informational texts are part of everyday curriculum (Flowers and Flowers, 2009, pg. 42). Nonfiction in the early grades expose students to different text structures of nonfiction versus a narrative piece. This knowledge of structure will help students during standardized testing and when doing research projects. Students will understand how to use features like an index, glossary, or table of contents to their benefit.

Nonfiction texts and topics should be implemented beginning in preschool. Exposing young students to nonfiction texts which will build background knowledge they may not receive at home. The earlier nonfiction is introduced to students the better they will fair in their literacy experiences. Flowers and Flowers (2009) promote nonfiction in the primary years as they found inquiry-based learning was more accessible to young children. It allows for children to conduct their own research to find the answers to their questions.(Flowers and Flowers, 2009, pg. 42). Even young children can be inspired to search for answers to their questions. Using nonfiction magazines, books, newspapers and computers can help young children discover the answers to their own questions.

Teachers may feel that introducing nonfiction to young children is not developmentally appropriate and they will not reap any benefits from it. However, the argument holds strong that early exposure is beneficial and appropriate. Duke (2003) feels that early introduction to nonfiction is beneficial to students and they are ready for the demands of nonfiction texts. Duke (2003) writes, "Perhaps the most important point to establish is that information text //is// developmentally appropriate for young children" ( pg.1). Not only is it appropriate for but there are many benefits to nonfiction being a part of read alouds and guided reading groups. Young children have the desire and ability to comprehend nonfiction text that is read aloud to them. They often prefer nonfiction text over a traditional narrative text, because they feel empowered and motivated from learning new ideas that they can relate to in their world. Students will show an increase in the reading and writing capabilities because they are interested in nonfiction texts. Williams (2009) writes, "This genuine interest in nonfiction should also improve overall reading performance" (pg. 248). When given the choice students will pick nonfiction. "Rather, children often select nonfiction, informational texts when given a choice (Duke, 2003, pg. 2). Duke (2003) notes the importance of vocabulary development during early childhood. By exposing young children to informational text we are increasing their vocabulary skills. Duke (2003) writes, "Thus informational texts may be particularly well-suited to contributing to young children's development of vocabulary and world knowledge" (pg. 3).

Boys tend to fair better with nonfiction texts. When given the choice boys will most likely choose nonfiction/information books. Duke (2003) points out, "Boys in general were more likely to select informational texts..."(pg. 2). They are interested in the topics nonfiction books present and are motivated to read more and for longer periods of time when given nonfiction books. Duke (2003) found the reading development of boys increased more as they were exposed to reading and writing that was nonfiction because boys prefer informational text.

Struggling readers also do better when given informational text as a choice. Informational text lends itself to different interest levels. It has been determined that if struggling readers are interested in what they are reading they will read more. "One might suspect then that making high-interest reading material available to students at risk or struggling to learn to read may be particularly important" (Duke, 2003, pg. 2). Duke (2003) also found that adults with dyslexia who were successful in reading did so because they read more informational text. These at risk readers found that topics of interest or ideas they were passionate about created opportunities for them to read. Again stressing the idea that if struggling readers read more they will be better readers.

When individuals possess the skills to read, understand, and evaluate nonfiction information, they think critically of the world around them. "Students need to develop the ability to understand and develop critical reading abilities associated with thinking like a mathematician, historian, or a scientist" (Moss, 49). Moss goes on to say that students need to understand and evaluate information. Therefore, the use of nonfiction trade books is important because they provide the factual information from different author's perspectives. Trade books also offer up a variety of topics that will interest students. Textbook format can be boring and offer little textual support. Trade books have photographs, graphs, charts, labels, and other information that will allow the student to gather the information that is important to them without reading the whole text. They are designed to allow the student to move freely around the book looking for the information that serves their purpose. Students do not have to spend time reading through the whole book, instead, students can focus on their research, questions, or analysis. Duke (2003) writes, "Information books, children's magazines, and many other nonstorybook texts can increase the diversity of our libraries and their appeal to a greater number of children with varied needs and interests" (pg. 4).

A final benefit to note for all children is parents involvement when it comes to reading nonfiction texts. Parents are more likely to read and discuss nonfiction books. They are more apt to ask questions and discuss new vocabulary with their children. Students will benefit from reading with their parents at home, giving them more opportunities and motivation to read. Duke writes, "Parents may interact more around vocabulary and concepts when reading aloud informational text"(2003, pg. 3).

Nonfiction is beneficial to all children at every age. Students who are exposed to the benefits of nonfiction beginning in preschool will have increased success with nonfiction and academics as they reach higher grades. Nonfiction is a piece of the literary puzzle that cannot go missing.