| Owner: |
Jessica Lawson-Adams
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| Owner Email: |
jessicaruta@gmail.com
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| Paper Title: |
Preschool Children's Receptive Word Learning Through Sung and Rhythmically Spoken Songs
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| Session Title: |
Strategies to Support Student Vocabulary Learning
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| Paper Type: |
Roundtable Presentation
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| Presentation Date: |
4/21/2020
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| Presentation Location: |
Online
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| Descriptors: |
Literacy, Music Education, Vocabulary
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| Methodology: |
Quantitative
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| Author(s): |
Jessica Lawson-Adams, Vanderbilt University; David K. Dickinson, Vanderbilt University
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| Unit: |
Division C - Learning and Instruction
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| Abstract: |
Early vocabulary knowledge predicts later reading comprehension and academic success. Many studies focus on supporting vocabulary through direct verbal instruction and shared book reading contexts, but few explore songs as a context for building children’s knowledge about words. Using a within-subject design, we conducted an intervention that investigated preschool children’s receptive word learning from songs. Words were taught with picture cards-only, a song that was sung, and a song that was rhythmically-spoken. We found that children learned words when taught with songs, but receptive word knowledge did not vary across picture card-only instruction and the both song conditions. The findings of this study contribute an understanding of whether songs, and their modality of performance, can foster preschool children’s word learning.
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| DOI: |
https://doi.org/10.3102/1575727
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