ERIC Number: ED479865
Record Type: RIE
Publication Date: 2003-May
Improving Students' Literacy through the Use of Rhythm and Rhyme.
This report describes a program for improving reading skills of first graders. The targeted population consisted of a blue-collar community located in western Illinois. Many of the families had a language barrier. The problem of below grade level readers was documented through assessments and teacher observations. An examination of causes revealed that the first grade students did not know the letters of the alphabet and the corresponding sounds. Faculty reported students with little or no reading skills. After reviewing professional literature, a decision was made to focus on rhythm and rhyme to increase reading skills. Nursery rhymes in particular were used. Each week a new nursery rhyme was presented to increase the students' awareness of letters and sounds. One day the children sang and chanted the rhyme. The students acted out the rhyme on the next day. Pictures also were drawn by the students to show the main idea of the rhyme. Another day the students found rhyming words in the rhyme. The final day of the week was a review of all the activities. The results of the post intervention indicated that the use of nursery rhymes improved the students' knowledge of letters and letter sounds. The students also gained confidence in their reading ability. The students improved their one to one matching. More work can be done to improve the children's knowledge of letters and sounds. The children's beginning letter of their names can be highlighted and discussed. Alphabet book and books with playful words can also be used to increase letter and sound recognition. The most important strategy would be to use the children's own names to learn the letters and sounds. The reading survey is attached. (Contains 24 references and 2 figures of data.) (Author/RS)
Publication Type: Dissertations/Theses; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.