Common Core State Standards and our changing society requires that informational text, an often neglected genre, receive an equal proportion of time in K-4 classrooms. Research has shown that teacher attitude and belief play a central role in teaching practice, and informational text has historically been viewed in a negative light by elementary teachers. In this study the authors look at pre-service elementary teacher education as an avenue for an attitude change in regards to informational text. Attitudes toward specific genres were analyzed using a pre/post survey with a treatment group receiving focused instruction on using informational text. The results support the hypothesis that continued exposure to high-quality informational text can make a positive impact on teacher attitudes.
Kindall, Heather D. and Penner-Williams, Janet (2013) "Effect of Increased Exposure to Informational Text on Teacher Attitude in the Elementary Classroom" e-Journal of Balanced Reading Instruction 1(1), article 6 Available at http://digitalcommons.lsu.edu/jblri/vol1/iss1