Essay example --

acquirement to read and becoming a fluent, confident reader basin be a very daunting task for young children. There ar m each reading intervention strategies that can be used with children of any age. However, one strategy that seems affective is the use of reading rime. Poe picture is a good choice for teaching fluency because of its rich and playful delivery (Faver, 2008, pg. 351). How can repeated reading of poetry increase fluency, word-recognition, and confidence in young readers?Two articles, Repeated Reading of Poetry weed provoke Reading Fluency by Sherri Faver and, Building Fluency, Word-Recognition Ability, and Confidence in try 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, umpteen of their methods were similar, and their results were the same. The reading methods used in both articles included repeated reading, listen ing- spell-reading, assist reading, and modeling. Before going into detail of these studies, fluent and non-fluent readers must be defined. concord to Rasinski (2004), a fluent reader is defines as one who accurately decodes talking to while automatically recognizing them and using the appropriate oral expression while reading (Faver, 2008, pg. 350). A good and fluent reader should be qualified 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 knowledge is greatly affected (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 science in young readers. The use of poetry in the classroom can help build student confidence and improve their reading skills and carriages (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, it is non 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).