| Abstract: | Investigated 18 1st and 3rd graders' appreciation of rhyme, rhythm, and alliteration in poetry. Several measures were used to assess each child's appreciation of the poetic devices. Even 1st graders exhibited some appreciation of rhyme and rhythm in poetry. These Ss displayed an ability to attend to these poetic devices as measured by a detection task, 2 concept learning tasks, and a production task. Moreover, they also expressed preferences for poetry samples containing these devices. However, such was not the case for alliteration. First graders experienced difficulty in attending to alliteration, and neither 1st nor 3rd graders displayed any tendency to prefer poems with alliteration. The results of a posttest questionnaire indicated that only a few children showed any understanding of how the devices function in poetry. It is concluded that although 1st graders have some rudimentary appreciation of rhyme and rhythm in poetry, the ability to understand how such devices function in poetry is a much later development. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
