Primary Grade Students Engage in Creative Word Play through Traditional and Hands-On Methods

Autor/inn/en	Webb, Angela Naomi; Rule, Audrey C.; Cavanaugh, Adrianna D.; Munson, Angel
Titel	Primary Grade Students Engage in Creative Word Play through Traditional and Hands-On Methods
Quelle	In: Education 3-13, 42 (2014) 5, S.528-541 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2012.732594
Schlagwörter	Elementary School Students; Pretests Posttests; Vowels; Rhyme; Literacy Education; Reading Instruction; Charts; Worksheets; Discussion (Teaching Technique); Word Recognition; Teaching Methods; Student Attitudes; Creativity; Language Usage; Experiential Learning; Creative Teaching; Freehand Drawing; Grade 2; Grade 3; Comparative Analysis; Conventional Instruction; Surveys; Iowa + Suchen Sie Ihr Suchwort? Reim; Leseunterricht; Diagram; Diagrams; Diagramm; Tabellarische Überischt; Tabelle; Worterkennung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Kreativität; Sprachgebrauch; Experiental learning; Erfahrungsorientiertes Lernen; Creative thinking; Teaching; Kreatives Denken; Unterricht; Drawing; Zeichnen; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Survey; Umfrage; Befragung
Abstract	Word play is an important skill allowing product names, show titles, jokes, poetry and other writings or orations to be interesting, entertaining and well-remembered. This pretest--posttest counterbalanced study compared two instructional approaches for teaching second and third grade students (n = 71) word play skills. Students at a public elementary school in Iowa, United States studied vowel patterns and rhyming as part of the regular school curriculum for literacy through two conditions: a traditional format of reading, pocket charts, worksheets and oral discussion; versus a more concrete approach of arranging objects and corresponding word cards in a chart-like formation. There was no significant difference in student performance between the conditions but an attitude survey indicated that a large majority of students preferred the object boxes for understanding of word play concepts and task enjoyment. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10