A review of the literature from 2015-2024 on the readability of children's books
Date
2024-08-26
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Abstract
Purpose: This literature review provides an overview of articles that discuss key factors that make a children’s book readable, emphasizing written and non-written elements in children’s books that contribute to early reading abilities.
Methods: We conducted a search of scholarly literature articles from 2015-2024. The search was conducted in English. The literature review contains a wide variety of articles found based on key searches, including “just right”, “text complexity”, “second language”, “readability, and “textual features”. We addressed the question: What factors contribute to the readability of children’s books?
Results: We found 28 relevant articles based on the themes (1) reader external factors, (2) reader internal factors, (3) text complexity, and (4) literary elements and visual supports. The articles were peer-reviewed and research-based. The findings revealed that the readability of children’s books is based primarily on reader external factors, reader internal factors, text complexity, and literary elements and visual supports.
Implications: The literature review highlighted the importance of using a variety of children's books tailored to diverse needs, emphasizing the integration of early literacy practices during classroom instruction. It is crucial to select appropriate books based on the child’s needs, interests, and prior knowledge for the reader to scaffold knowledge and engage them in reading. In addition, implementing strategies like reading to children, including discussing non-written elements in children’s books is essential for improving future literacy abilities.
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Heger-Dorantes, D., & Dressler, R. (2024). A review of the literature from 2015-2024 on the readability of children’s books. University of Calgary.