ISSN: 2003-2222

Author : Haider kadhim Khudhier, Dr.


Employing Pre-reading Strategies in Enhancing Third Year College Students' Understanding of Poetry

Dr. Haider kadhim Khudhier; Nadia Majeed Hussein

Al-Bahith Journal, 2016, Volume 6, Issue 17, Pages 6-16

are often found to have
difficulties in understanding the
meaning of poetic texts . This may
be attributed to the fact they do not
match the new information with the
one existing in their minds. Hence ,
it seems necessary to dig in the
strategies that can be employed to
enhance understanding and
comprehending of poetic texts as
taught in the third year stage ,
College of Education/ Ibn Rushd ,
Department of English. This paper
tends to explore the effect of using
pre-reading strategies ( such as:
word splash, key words , pre-write
questions , storyimpression ,
pictures , do-now , think-pair- share
, KWL chart and I-search )on the
college students' understanding of
poetry.
Sixty students are selected to
be the sample of the study ,divided
into two equal groups : 30
representing the experimental (
following the pre-reading strategies
in teaching poetry) and 30
representing the control ( following
the traditional way of teaching
poetry) . After conducting the
process of equalizing these groups
in terms of factors such as age , sex
, level of parents' education , it has
been found that students of
experimental group perform better in
activities related to comprehending
poetic texts . The pre-reading
strategies motivate students to be
enthusiastically engaged in
problems of interpreting and
explaining the meaning of poetry.
Moreover , they appear to be more
active and ready to solve problems
of Staiger ( 1973:37 ) contends
that reading is essentially a
cognitive process "during which
the reader not only comprehends
ideas found in a text but also
interprets and evaluates them.
Expressed another way, reading
is the most crucial of the four
language skills comprehending
poetr 1.0 Introduction
for EFL learners ,as
it enables them to gain exposure
to the target language and
receive valuable linguistic input to
build language proficiency.
Readers often need to go through
an active process rather than
simply decoding the graphic
representation . For this,
Anderson (1999:1) states that :
Reading is an active, fluent
process which involves the
reader
and the reading material in
building meaning. Meaning
does not reside on the printed
page ,synergy occurs in reading
which combines the words on
the printed page with the
reader's background knowledge
and experiences.
In the same vein, Ur ( 1996:
138 ) argues that reading means
reading and understanding .
Reading the words, not knowing
what they mean, merely indicates
decoding ( translating written
symbols into corresponding
sounds ) . To give a finer
explanation, he ( ibid ) affirms
that reading implies the following
tips :
1- perceiving and decoding
letters in order to read words,
2- understanding all the words in
order to understood the meaning
of a text,
3- gathering meaning from what
is read, and
4- understanding of a text by
understanding the words it
composed.
In brief, reading can mostly be
viewed as the translation of
graphic symbols into their
corresponding meaning whether
spoken or written. Most
definitions of reading seem to be
based on the idea that
comprehension is the essence of
reading, without which no reading
can take place. In this
connection, this paper intends to
investigate the application of
pre-reading strategies to enhance
understanding poetry of the third
year classes.