Date of Award
2012
Document Type
Senior Scholars Paper (Open Access)
Department
Colby College. Education Program
Advisor(s)
Mark Tappan
Second Advisor
Tarja Raag
Third Advisor
Laurie Raag
Abstract
In this Senior Scholars project I wanted to demonstrate that Dr. Seuss books are much more than just nonsense verse. For the first part of my project, I familiarized myself with all of his texts and scrutinized his use of language in a textual analysis. By scrutinizing Geisel’s use of language and wordplay, I hoped to isolate some characteristics that make a Seuss book different from other types of stories and texts. The second part of my project was an empirical study that tested what influence reading a real Seuss text versus a fake Seuss text has on students’ performance on a reading comprehension task. I tested the impacts of Geisel’s language use by de-Seussifying two Dr. Seuss stories – that is, by breaking apart his rhymes (and other poetic devices like alliteration, consonance, etc), and turning the lines into un-rhyming prose while retaining as much of the original diction as possible. My expectation was that the language in the original Dr. Seuss texts influences the students’ abilities to answer higher-order comprehension questions (inferential and evaluative). If Seussian language does indeed lead to greater levels of reading comprehension and enjoyment with reading, these findings could have great implications for theorizing how to make young children more engaged and critical readers.
Keywords
literacy, Dr. Seuss, poetry, language, text features
Recommended Citation
Hewes, Nicole, "More Than Just Nonsense Verse?: The Language of Dr. Seuss and Children's Literacy" (2012). Senior Scholar Papers. Paper 563.https://digitalcommons.colby.edu/seniorscholars/563
Multimedia URL
Copyright
Colby College theses are protected by copyright. They may be viewed or downloaded from this site for the purposes of research and scholarship. Reproduction or distribution for commercial purposes is prohibited without written permission of the author.
Included in
Elementary Education and Teaching Commons, Other Education Commons, Reading and Language Commons