The Effects of Using Poetry as a Tool to Increase phonemic awareness and reading achievement in a Third Grade Classroom 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? 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 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 Essay on Phonemic awareness
Phonemic awareness has been defined as the ability to deal unequivocally and segmentally with sound units which are smaller than the syllable. Phonemes are the tiniest elements that make up the spoken language. Phonemic awareness thus is the ability that enables an individual to focus on and manipulate these phonemes in spoken language (National Reading Panel (NRP), 2010). It has been established ...
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? 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 Term Paper on Poetry Teaches You Fluency
I can still remember the time when I heard my teacher telling her students about how important poetry is especially to English fluency, which I don't doubt at all, but here is my experience. After that class, I went home and immediately pumped my energy and enthusiasm into poetry. From that time until 15 July, I had spent a great deal of time reading and listening to poetry which undeniably helped ...
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The Term Paper on The Dangers of Reading Poetry in Cervantes’ Don Quixote
The Greek philosopher Plato regards poets and poetry as dangerous for the young. This is because they can stir emotions that young people are unable to control. Given their highly impressionable nature, the youth are indeed susceptible to brainwashing and misinformation. A poet that glorifies war in his works, for instance, can persuade many young men to go to battle even if they do not know what ...
A test for assessing phonemic awareness in young children. The Reading Teacher 49, p.20-29..
