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Abstract
Current standards emphasize the integration of informational texts in early childhood literacy activities (Department of Health and Human Service, n.d.; Georgia Early Learning and Development Standards, n.d.). Shared readings of texts, a common, daily literacy activity, is a central way that teachers introduce texts to students (Morrison & Wlodarczyk, 2009.) However, upon exploration of the literature, the researcher found that there was a paucity of research concerning the use of informational texts in shared readings of informational texts in the early grades, particularly preschool. A mixed methods study commenced to explore behaviors of teachers and students that contributed to engaging, rich shared readings of informational texts and to develop the Informational Text Reading Inventory tool.