Marna Winter, senior lecturer and chair for the Department of Education and Wellness, co-published an article with Kristen O'Neill '19 in the Reading and Writing Quarterly journal. Their article explores the prevalence and usage of Hi-Lo texts in today's classrooms.
Marna Winter, senior lecturer and chair for the Department of Education and Wellness, co-published an article with Kristen O’Neill ’19 in the Reading and Writing Quarterly journal, titled, “An Exploration of Prevalence and Usage of Hi-Lo Texts in Today’s Classrooms.”
Successful and enjoyable reading experiences are one of the most important factors in developing reading skills, building self-confidence and increasing time spent reading (Allington, 2011; Guthrie, 2004; Swaggerty, 2015). When teachers connect students’ interests to learning tasks, students are usually more engaged and motivated to learn (Guthrie & Klauda, 2014), which results in higher reading achievement and student success (Baumann & Duffy, 2019).
The need for high-interest low-readability books (Hi-Lo) has been acknowledged by reading specialists and teachers alike since the 1900s, yet there is a research gap regarding teacher knowledge of and access to these books. This study sought to understand teacher awareness of Hi-Lo books, access to them and usage within classrooms in the United States. Utilizing a mixed methods survey shared via social media platforms, teachers gave their perceptions of and experiences with Hi-Lo texts. Findings point to knowledge of Hi-Lo books among teachers, but a lack of usage in the classrooms, which is influenced by stakeholders involved in curricular decision-making.
Marna K. Winter & Kristen O’Neill (2022) An Exploration of Prevalence and Usage of Hi-Lo Texts in Today’s Classrooms, Reading & Writing Quarterly, DOI: 10.1080/10573569.2022.2136589.