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ERIC Number: ED172257
Record Type: RIE
Publication Date: 1979-May
Pages: 216
Abstractor: N/A
Reference Count: 0
Effects of Three Approaches to Teaching Poetry to Sixth Grade Students.
Folta, Bernarr Paul
A total of 272 children participated in a study of the effectiveness of three support systems for cuing sixth grade students in interpreting the metaphoric language of poetry. The first system involved regular classroom teachers who applied their own verbal cuing, the second included external instructional support through media and the teachers' own cuing, and the third provided internal support through the use of teacher/poets. A control group received no special instruction. All three poetry-instruction groups were given the same instructional approach model and the same set of 24 poems from which the teacher selected 16 for use over an eight-day period. A specially prepared version of Form A of "A Look at Literature" was used as a pretest and of Form B as a posttest. An analysis of pretest scores indicated no significant differences among the groups, while posttest scores revealed significant differences among the groups responses that dealt with the interpretation of metaphoric language in poetry. The findings suggest that children learned more in classes with internal or external support than in classes with no unique support system. Appendixes include data used for matching classes within schools, scripts for slides, copies of transparency masters, charts of students' and teachers' ratings of the transparencies, resumes of the three poet/teachers, copies of the poems used, a sample logging page, test instruments, and data dealing with sex as a variable. (Author/FL)
Publication Type: Dissertations/Theses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Ph.D. Thesis, Purdue University