Building Fluency, Word-Recognition Ability, and Confidence in Struggling Readers: The Poetry Academy

Autor/in	Wilfong, Lori G.
Titel	Building Fluency, Word-Recognition Ability, and Confidence in Struggling Readers: The Poetry Academy
Quelle	In: Reading Teacher, 62 (2008) 1, S.4-13 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1598/RT.62.1.1
Schlagwörter	Elementary School Students; Word Recognition; Reading Skills; Instructional Effectiveness; Poetry; Reading Instruction; Reading Comprehension; Reading Difficulties; Self Esteem; Reading Fluency; Comparative Analysis; Student Attitudes; Attitude Change; Grade 3; Rural Schools; Recreational Reading + Suchen Sie Ihr Suchwort? Worterkennung; Reading skill; Lesefertigkeit; Unterrichtserfolg; Lyrik; Poesie; Leseunterricht; Leseverstehen; Reading difficulty; Leseschwierigkeit; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Attitudinal change; Einstellungsänderung; School year 03; 3. Schuljahr; Schuljahr 03; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Häusliche Lektüre
Abstract	The purpose of this article is to describe a strategy called the Poetry Academy used to boost reading skills in elementary school students. The Poetry Academy paired struggling readers with a community volunteer to read poetry on a weekly schedule to practice fluency, work on word recognition abilities, and build confidence. A research study took place to examine the efficacy of the strategy. Findings reveal that significant gains were made in the treatment group when compared with the control group in the areas of words correct per minute, word recognition, and attitude toward academic reading, while a marginally significant gain was made in the area of comprehension. Change in the members of the treatment group was observed by the students, teachers, parents, and volunteers and included an increase in confidence when reading and improved attitude toward school. (Contains 1 figure and 5 tables.) (As Provided).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10