Reading informational or narrative texts to students?
This research aims to investigate the reasons why preschool and primary grade teachers neglect informational texts for narrative texts when they read aloud to their students. The data obtained by a survey and the narratives of 22 teachers collected in individual interviews reveal some factors guiding their choices when selecting the texts to be read aloud, as well as their conceptions about the use of informational texts for this educational activity. Results show that affective factors seem to guide them when they make their selection and that their conceptions in regard to informational texts bring them to neglect those texts. We maintain that teachers have to raise their awareness of the importance to expose their students to informational texts through read-alouds.