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Benefits of Using Poetry/Why

Teach Poetry?

Word Recognition. Early language experiences are rooted in lullabies, childhood chants and
songs, etc. thus many develop an early affinity for rhyme and rhythm. They can easily memorise
and say a simple verse. These foundations need to be built upon. Significance of phonics
instruction. Correlation between childrens sensitivity to rhyme and successful acquisition of
reading skills.
Word wonderments quintessential feature of poetry making every poem an opportunity for
discovery and delight.
Children love the sound of language and thrive on the rhythm of a word/flow of a stanza. Sound
comes first, understanding later (Whitin, 1983)
Loving language and increased confidence brought about by success in oral poetry reading can
help to make pupils enthusiastic about reading all genres.
BEA (1990) poetry has enormous value in learning to read. Use of rhyming poems particularly
important in supporting phonemic awareness.
Boys underperforming in English something aversive in the experiencing of reading at school.
Reading seen as a feminised activity. Literacy dominant underpinning of many teaching
activities. Write for a purpose?
Can be used to challenge stereotypes
Significant gain in the amount of time pupils spend reading immersed in literature for longer
and different purposes.

Benefits of Using Poetry/Why


Teach Poetry?

Can help us see differently, understand ourselves and others (TS8) and validate our human
experiences e.g. looking past temporary unhappiness/failures (between ourselves and the
poet/ourselves and others) ((Denman, 1988 )- poets are the caretakers of the human
experience). Reminds us just how things are, comforting and sustaining us, letting us know we
are not alone (Morelli, 1997). Once pupils believe personal responses are valid and valuable they
may then become motivated to seek the written word as a means to explore and understand the
complexities of their personal lives.
Genre especially suited to the struggling/unmotivated reader.
Poetry finds a home in all areas of the curriculum, enhances thinking skills and promotes
personal connections to content area subjects (can be a temporary escape). Use of well chosen
poems extends and enhances the atmosphere surrounding more fact-laden subject areas,
making the content area more palatable, meaningful and user friendly.
WEA (2013) everyday power of rhyme in remembering information. Rhymes can be used
throughout the curriculum.
Inter(textuality/contextuality) children may notice links between a poem and a story, even the
use of single words.
Rosenblatt (1980) recognises cognition is increasingly recognised as being accompanied by
affect/feeling. 1982 aesthetic response desires more attention.
Teachers seem unsure of the reasons for teaching poetry

Benefits of Using Poetry/Why


Teach Poetry?
To poetry we turn to find expression for seriousness
Poetry is not a luxury, it is our engagement with the world/each other.
At times of personal and natural crisis people turn to poetry to make sense of their condition.
Effective teachers of literacy embed teaching of phonics within context of real texts. Bryant and
Bradley (1985) poetry teaches children about correspondences between letters and sounds.

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