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Effects Of Using Poetry On Youths Essay

, Research Paper The Effects of Using Poetry as a Tool to Increase Phonemic Awareness and Reading Achievement in a Third Grade Classroom Chapter 1: Introduction

, Research Paper

The Effects of Using Poetry as a Tool to Increase Phonemic Awareness

and Reading Achievement in a Third Grade Classroom

Chapter 1: Introduction

Today many children are having difficulty learning to read. Some parents are complaining about public schools not doing their job. On standardized tests, the reading scores are low and many children are neither excited about learning how to read or about going to school. The public school districts have gone back and forth from phonics to whole language and now the emphasis has shifted back to the teaching of phonics and phonemic awareness to teach reading. As teachers, we are tired of being tossed back and forth on this pendulum. We know that in the real classroom it is best to have a balance. How do teachers do that in their classrooms effectively? One way is to use new phonics-enriched textbooks. Another way is to use supplementary methods to stimulate phonemic awareness.

This discussion brought me to wonder if increased reading achievement can be realized by using poetry as a tool in the third grade classroom. Could reading scores be increased as a result? Would children be more enthusiastic about learning to read and go to school? Could using poetry help them develop a life-long love of this art form?

This questioning leads me to ask the following hypothesis question: What is the effect of systematically using poetry as a tool in the classroom to increase phonemic awareness and thus reading achievement?

And, can whole language strategies such as poetry be used in the classroom to increase phonemic awareness and motivation to read, therefor reading achievement, and also help imagination, and creativity, and communication skills, therefore writing ability?

Chapter 2: Literature Review

Poetry to Increase Phonemic Awareness

We know that a relationship exists between phonemic awareness and learning to read. In fact, recent research suggests that phonemic awareness may be the “most important core and causal factor separating normal and disabled readers” (Adams, 1990,

The Effects of Using Poetry as a Tool to Increase Phonemic Awareness

and Reading Achievement in a Third Grade Classroom

Chapter 1: Introduction

Today many children are having difficulty learning to read. Some parents are complaining about public schools not doing their job. On standardized tests, the reading scores are low and many children are neither excited about learning how to read or about going to school. The public school districts have gone back and forth from phonics to whole language and now the emphasis has shifted back to the teaching of phonics and phonemic awareness to teach reading. As teachers, we are tired of being tossed back and forth on this pendulum. We know that in the real classroom it is best to have a balance. How do teachers do that in their classrooms effectively? One way is to use new phonics-enriched textbooks. Another way is to use supplementary methods to stimulate phonemic awareness.

This discussion brought me to wonder if increased reading achievement can be realized by using poetry as a tool in the third grade classroom. Could reading scores be increased as a result? Would children be more enthusiastic about learning to read and go to school? Could using poetry help them develop a life-long love of this art form?

This questioning leads me to ask the following hypothesis question: What is the effect of systematically using poetry as a tool in the classroom to increase phonemic awareness and thus reading achievement?

And, can whole language strategies such as poetry be used in the classroom to increase phonemic awareness and motivation to read, therefor reading achievement, and also help imagination, and creativity, and communication skills, therefore writing ability?

Chapter 2: Literature Review

Poetry to Increase Phonemic Awareness

We know that a relationship exists between phonemic awareness and learning to read. In fact, recent research suggests that phonemic awareness may be the “most important core and causal factor separating normal and disabled readers” (Adams, 1990,

Bibliography

References

Bagert, B. (1997). Presentation at the San Diego State University Reading and Language Arts Conference. San Diego, CA.

Beierly, M. and Lynes, T. (1993). Poetry and songs: Teaching basic skills through literature. Cypress, CA, Creative Teachers Press, Inc.

Cullinan, B. (November, December 1996). Poetry workshop. Instructor p.22-26

Duthie, C. and Zimet, E. (1992). Poetry is like directions for your imagination!, The Reading Teacher, 46, p. 14-24.

Ford, M. (Feb.1992). Poetic Links to Literacy. Conference of the International Reading Association. Portland, Oregon

Kutiper, K. and Wilson, P. (1993). Updating poetry preferences: A look at the poetry children really like. The Reading Teacher, 47, p. 28-34

Lenz, Lisa (December 1992). Crossroads of Literacy and Orality – reading poetry aloud. Language Arts, 69, p.597-603.

McCracken and McCracken (1986). Stories, songs and poetry to teach reading and writing. New York, Teachers College Press.

Murray, D. (1984). Write to Learn. New York: Holt, Rinehart, and Winston.

Shapiro, J. (1979). Using literature and poetry effectively. International Reading Association, Newark, Delaware (1979).

Wicklund, D. (March 1989). Shared poetry: A whole language experience adapted for remedial readers. The Reading Teacher 478-481.

Yopp, H. (1992). Developing Phonemic Awareness. The Reading Teacher, 46, 538-542.

Yopp, H. (1995). Teaching Reading, The Reading Teacher, 48, p.538-542.

Yopp, H. (1995). A test for assessing phonemic awareness in young children. The Reading Teacher 49, p.20-29.

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