Developing K-2 Filipino children English language oral proficiency through concrete poetry teaching



Teaching pedagogy, literacy, k-2, English language


The impact of concrete poetry as a strategy to increase word recognition in ten K-2 Filipino children with low oracy/literacy in English was examined in this six-month study utilizing the single-group pre-test/post-test method. Concrete poetry is a distinct form of poetry that comes in a variety of colors, textures, shapes, and even flavors. Either a static or dynamic poem is a concrete poem. These K-2 students, who were chosen at random from the preschools, were taught how to write their own concrete poetry and gained word recognition skills from them. It was believed that concrete poetry could aid increase word recognition by enhancing receptive and expressive oral vocabulary.


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How to Cite

Osias Kit T. Kilag, Jineva R. Jimenez, Felix M. Diano, Jr., Jhon Rey M. Balicoco, Artemio M. Echavez, Jr., & Angel Sherry C. Labasano. (2023). Developing K-2 Filipino children English language oral proficiency through concrete poetry teaching. Science and Education, 4(2), 886–895. Retrieved from



Pedagogical Sciences