Fact or Fiction? Children Want Their Non-Fiction Books, Adults May Be Their Barriers (2024)

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What was the last piece of nonfiction you read? Do not think too far back on this question, as the answer is most likely not the latest biography or war history tome you read. More simply, it is whatever you read that got you to this article – whether a tweet, email or news article, chances are it was non-fiction. Nonfiction and informational text exists all around us and is front and center in our adult lives. We consume it to learn critical information about our world, get directions to get to our next meeting, even to follow instructions when trying out a new dinner recipe. We rely on nonfiction to become more active participants in society.

However, when some think about children's literature, fictional stories of fire-breathing dragons, powerful queens, princesses and peas, and seven dwarfs take center stage, with their nonfiction counterparts in sparse supply. A2010 studyby the Kaiser Family Foundation finds that children spend about four minutes a dayreading nonfiction, compared to the 25 minutes of reading they spend in general.Moreover, aDuke studyof 20 first grade classes finds that informational texts made up about 10 percent of texts in classroom libraries, and an even lower percentage of books in low-income schools and classrooms.

For the longest time, this dearth of nonfiction has led many of us to think children prefer fictional stories to fact-based books. But research indicates the opposite is true. In fact, a2015 paperpublished by psychologists Jennifer Barnes, Emily Bernstein and Paul Bloom finds that children prefer nonfiction over fantasy. It is adults, the study finds, that prefer fiction. Many school districts in the U.S. have taken note and have begun incorporating more nonfiction books into their lessons. This is a great step.

A childlearninghowto read with fictiontextsalonemisses a unique opportunity to piquean independentinterest in reading.Nonfiction helps children develop critical thinking, and analytical skills, as well as the ability to read and understand complex texts. More so, nonfiction can help students developknowledgeof their environment and society –crucial in later grades as students begin reading more content-specific textbooks.[1]In school, having thatfoundation of knowledgecan account for a 33 percent variance in student achievement.[2]In many schools in the United States, that is the difference between an A and a D+, or a perfect score versus a few points above failing.

Children neednonfictionbooksnot simply to make thehonor rollordevelopimportant skills,but also to unlock the habit and love of reading. Nonfiction books can inspire a reluctant reader. Nonfictionbookscan leave children curledupon the couchfor hours, ensconced in the stories of dinosaurs, African kingdoms, Amelia Earhart's first flights, or the latest methods ofpaper plane building.My son, Scott’s,love for reading has been spurred by nonfiction. He acquired confidence and took real joy in reading as he pickedup books about animals andraced through Ripley’s “Believe It or Not” facts. Recently, he finished a Mohammed Ali biography that hooked him on Ali's trajectory from boxer to civil rights activist.When he finished the book, his thirst for learning about Ali continued. Heresearched andunearthednew facts about Ali from different sources such as online websites and informational videos.My husband andI learned a few things along the way, too!

Thisis the joyand journeyof nonfiction.Beyondthe last pageof a book,childrencan continue learningabouta topic and becomeexpertson their own volition. Many childrenwant to know the howand the whybehind what they read,and nonfiction booksprovidea gateway to those answers.

As we celebrate Children’s Book Week (April 30 – May 6), let us stop treating children’s reading appetites as a reflection of our own outdated thinking. More thanthreetimesthe number of children’s fiction books are published than nonfiction, leading to a serious imbalance for students. Publishers in the U.S. have begun addressing the gap, but this imbalance is still significant in many of thecountries, in which my organization, Room to Read, works. When it comes to our children’s literacy, let us stock our children’s shelves with a good mix of genres.If facts invade their fairytales at home, it just maybe the push so many needto beginalifelong love of reading.

Heather Simpson is the Chief Program Officer for Room to Read, a global organization transforming the lives of millions of children in low-income countries by focusing on literacy and gender equality in education. Learn how Room to Read is providing original nonfiction children’s literature to students in Tanzaniahere.

[1]Young, T. A., Moss, B., & Cornwell, L. (2007). The Classroom Library: A Place for Nonfiction, Nonfiction in its Place.Reading Horizons, 48(1). Retrieved fromhttps://scholarworks.wmich.edu/reading_horizons/vol48/iss1/3

[1]Marzano, R. J. (2000).A new era of school reform: Going where the research takes us.Aurora, CO: Mid-Continent Research for Education and Learning