The interpretive strategies utilized by elementary students with and without learning disabilities in comprehending poemsGeorgette G. Lee
Poetry is a genre that supports all aspects of literacy, and it is the first to which most children are exposed through motherly lullabies. Yet, while many studies have been conducted on prose comprehension, there is little empirical research on poetry comprehension, and none published on the spe...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Kura Publishing
2012-06-01
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| Series: | International Electronic Journal of Elementary Education |
| Subjects: | |
| Online Access: | https://iejee.com/index.php/IEJEE/article/view/192/188 |
| Summary: | Poetry is a genre that supports all aspects of literacy, and it is the first to which most children are
exposed through motherly lullabies. Yet, while many studies have been conducted on prose
comprehension, there is little empirical research on poetry comprehension, and none published on
the specific strategies elementary students with learning disabilities (LD) utilize in understanding
poems. The purpose of this study is to examine the interpretive strategies used by students in
comprehending poetry. Participants were 16 fifth and sixth grade students with LD and 16 of their
typical peers, who individually listened to poems and answered questions about them. Students with
LD effectively used as many interpretive operations as their peers, adopted an aesthetic stance to
reading, and performed more like experts than novices. Furthermore, the difficulty of the poems did
not appear to have affected the students’ enjoyment of them. |
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| ISSN: | 1307-9298 1307-9298 |