Essay example --

Learning to read and becoming a fluent, confident reader can be a very daunting task for young children. There are many reading intervention strategies that can be used with children of any age. However, one strategy that seems affective is the use of reading poetry. â€Å"Poetry is a good choice for teaching fluency because of its rich and playful language† (Faver, 2008, pg. 351). How can repeated reading of poetry increase fluency, word-recognition, and confidence in young readers? Two articles, â€Å"Repeated Reading of Poetry Can Enhance Reading Fluency† by Sherri Faver and, â€Å"Building Fluency, Word-Recognition Ability, and Confidence in Struggling Readers: The Poetry Academy† by Lori G. Wilfong, through different strategies, prove how poetry can help struggling readers. The research strategies used in these articles were different. However, many of their methods were similar, and their results were the same. The reading methods used in both articles included repeated reading, listening-while-reading, assisted reading, and modeling. Before going into detail of these studies, fluent and non-fluent readers must be defined. According to Rasinski (2004), a fluent reader is defines as â€Å"one who accurately decodes words while automatically recognizing them and using the appropriate oral expression while reading† (Faver, 2008, pg. 350). A good and fluent reader should be able to read, or decode, words and comprehend what they have read. On the other hand, a non-fluent reader reads slowly and pays more attention to the decoding of words, and therefore their comprehension is greatly affected (Faver, 2008). The article â€Å"Repeated Reading of Poetry Can Enhance Reading Fluency† involves Sherri Faver and her second-grade classroom. Faver believes ... ...ntion strategy can increase fluency, word-recognition, and comprehension in young readers. â€Å"The use of poetry in the classroom can help build student confidence and improve their reading skills and attitudes† (Wilfong, 2008, p. 11). In the Poetry Academy, teachers saw an increase in fluency, improvements in student attitude towards reading, and increased family involvement. Wilfong encouraged teachers and parents to read one-on-one to students and children (Wilfong 2008, p. 11). Faver concluded that as a result of repeated reading and performing poetry, she saw growth in reading fluency, comprehension, and self-confidence. Faver also advised teachers to try and implement poetry into their class, saying, â€Å"it is not time consuming and does not require expensive materials, all it requires is time, patience, and the willingness to try new things† (Faver, 2008, p. 352).