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ERIC Number: EJ1144802
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1937-0814
The "Literature" of Literature Anthologies: An Examination of Text Types
Watkins, Naomi M.; Liang, Lauren Aimonette
Middle Grades Research Journal, v9 n2 p57-73 2014
While the contents of K-6 basal readers have been recently examined (Dewitz, Leahy, Jones, Sullivan, 2010; Moss, 2008; Moss & Newton, 2002), the contents of secondary school literature anthologies have been vastly ignored in the last 2 decades. Given the Common Core State Standards' division of literary and informational text across content area classes in secondary classrooms, it is important to begin understanding the types of texts that appear in these classrooms. To begin this process, this study examined the contents of Grades 6-8 California-adopted 2010 literature anthologies using the 2009 National Assessment of Educational Progress (NAEP) framework classifications for informational (exposition, argument/persuasion, and procedural text) and literary text (fiction, poetry, drama, and literary nonfiction). Results indicated that these middle school literature anthologies contain 25% informational text and 75% literary text, significantly different from NAEP's guidelines of 55% informational and 45% literary text exposure. Expository texts were the most common type of informational text, followed by procedural and argument/persuasive texts. This study showed that while these literature anthologies contain more nonfiction that their predecessors, these textbooks should only be one path to improving students' literacy skills.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Grade 7; Junior High Schools; Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
Grant or Contract Numbers: N/A