I'm sure we all have our favorite tongue twisters, but what do they have to do with teaching? Plenty! Not only do they help with phonemic awareness, but they add a level of interest that will keep students engaged.
In a podcast with Dr. Betsy Baker, Dr. Deborah Rowe discusses her research which explores the role of interest and agency for written expression among preschoolers.
The way she describes it, children prefer certain styles of play. But, even though they lean more towards their preferred style, they will participate in others. The four styles of play that Dr. Rowe talks about are
socially oriented play - where students want to talk and be with others. They often choose their play center based on what others are doing. Drama is a recommended activity for these students.
procedural play - where students want to "do it right" and to see how it works. They may recreate what is in a picture. These students do well with conventional school based literacy.
creative play - where students like to explore and experiment. They may find new ways to use common materials. These students may challenge you as they often do what you would least expect.
conceptually oriented play - where the students are all about ideas. They tend to focus on a topic of interest. Inquiry based science activities are recommended for these students.
Dr. Rowe's study concentrates on 2-3 year old children, but the findings are relevant for children that are older as well. I would even argue that the findings apply beyond childhood. Let me give you an example. Recently, I had the opportunity to explore art materials for a class I am taking. The class was given a list of supplies and an assignment to try out all the different materials and see what you could do. I was at a loss. I desperately wanted directions, something to guide me. Without structure or guidance, I found little joy in the assignment. Some of my classmates, on the other hand, found the freedom inspiring. They relished in the ability to do whatever they wanted. These are two very different perspectives on the same, seemingly fun, assignment. And now that I've learned of Dr. Rowe's study, my feelings make more sense. Even if I think back to my play as a child, I was definitely the one who reached for the picture to try and replicate the creation on the box. While I can, and will, participate in other types of play, I most certainly prefer procedural play.
So what are the implications? Taking
into account these different preferences toward play, we can use this
information to engage students when it comes to literacy. We must use a variety of activities to reach our students.
Building on the ideas of Rasinski and Padak about teaching phonemic awareness and incorporating fun ways to keep them engaged, we can take into account our students' interests and tailor our activities accordingly.
Rasinski and Padak recommend Hinky Pinkies and tongue-twisters for students to "play with language" and "develop their sensitivity to sounds" (Rasinski & Padak, 2008). These are excellent examples of engaging activities that appeal to students' interests while serving a literary purpose.
Socially oriented students would probably enjoy practicing tongue-twisters with their fellow classmates. And those that are conceptually oriented would probably enjoy rhymes that involve whatever topic they are interest in at that point in time. The Hinky Pinkies will satisfy those those that prefer procedural play with its structure, but the flexible nature of the game will also invite those that prefer creative play.
To give students the best base for literacy learning, it is important for them to build phonemic awareness. Why not engage them in their interests at the same time? How much more of an impact would lessons have had for you if they provided the structure, or freedom, that you preferred? That's what we need to take into the classrooms with us. Connect with students' interests and make a lasting impression. Even Betty Botter can make a better batter!
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