Improving word recognition of K-2 Chinese children with low oracy/literacy in English language through concrete poetry teaching

This six-month study using the single-group pre-test/post-test research investigated the effectiveness of concrete poetry as a strategy to improve word recognition of ten K-2 Chinese children with low oracy/literacy in English language. Concrete poems (a unique genre of poetry) come in all kinds of shapes, sizes, colours, textures, and even flavours. A concrete poem can be static or dynamic. These K-2 children randomly selected from the preschools were taught to compose their own concrete poems and through them learned to recognize many words. It was hypothesized that concrete poetry could help improve receptive and expressive oral vocabulary, which in turn increased word recognition.