Essay example --

Learning to read and worthy a liquid, confident reader can be a very daunting task for teenage children. There are many yarn intervention strategies that can be utilise with children of any age. However, one dodge that seems affective is the use of reading poetry. Poetry is a good survival for teaching fluency because of its rich and playful language (Faver, 2008, pg. 351). How can ingeminate reading of poetry increase fluency, word-recognition, and confidence in young readers? 2 articles, Repeated interpretation of Poetry Can Enhance Reading volubility by Sherri Faver and, Building Fluency, Word-Recognition Ability, and Confidence in Struggling Readers The Poetry academy by Lori G. Wilfong, through different strategies, prove how poetry can helper 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 ingeminate rea ding, listening-while-reading, assisted reading, and modeling. Before tone ending into detail of these studies, fluent and non-fluent readers must be defined. According to Rasinski (2004), a fluent reader is defines as one who accurately decodes oral communication while mechanically 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 soft and pays more attention to the decoding of words, and therefore their comprehension is greatly bear upon (Faver, 2008). The article 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. The use of poetry in the classroom can help wee-wee student confidence and improve their reading skills and attitudes (Wilfong, 2008, p. 11). In the Poetry Academy, teachers apothegm an increase in fluency, improvements in student attitude towards reading, and increased family involvement. Wilfong support 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 as well advised teachers to try and implement poetry into their class, saying, it is not time down and does not require expensive materials, all it requires is time, patience, and the willingness to try new things (Faver, 2008, p. 352).