Therapeutic Applications of Music in the Whole Language Kindergarten

Journal/Book: J Music Therapy. 1994; 31: 505 11TH St Se, Washington, DC 20003. Natl Assn Music Ther Inc. 238-247.

Abstract: Subjects (N = 27), kindergarten students enrolled in three classes of a public elementary school, participated in a whole language curriculum. As a complement to the whole language curriculum, a music program was implemented by a music therapist. In addition to integrating music activities into the curriculum, the purpose of this program was to determine the effect of shared reading paired with music on kindergarten children's reading accuracy. Each of the three classes received a different shared reading treatment condition: song rehearsal of the text set to music, spoken and song rehearsal of the text set to music, or spoken rehearsal only the text. Subjects' readings of ''big books'' were videotaped and analyzed for word substitutions and omissions to calculate the percentage of text read accurately. Analysis indicated that both (a) song rehearsal of text set to music and (b) spoken and song rehearsal of book text set to music facilitated greater text accuracy than (c) spoken rehearsal only of book text (p < .01). Examined the effect on reading accuracy of 3 methods of shared reading paired with music. 27 kindergartners participated in a music program, supplementing their whole language curriculum. One class had song rehearsal of their textbook set to music. The 2nd had spoken and song rehearsal. The 3rd had only spoken text rehearsal. Ss' subsequent text readings were analyzed for word substitutions and omissions. The 1st 2 classes had greater reading accuracy than the 3rd, suggesting that song rehearsal facilitated reading accuracy by serving as a structural prompt, supporting previous findings that music can facilitate recall and retention. ABSTRACT 2: Examined the effect on reading accuracy of 3 methods of shared reading paired with music. 27 kindergartners participated in a music program, supplementing their whole language curriculum. One class had song rehearsal of their textbook set to music. The 2nd had spoken and song rehearsal. The 3rd had only spoken text rehearsal. Ss' subsequent text readings were analyzed for word substitutions and omissions. The 1st 2 classes had greater reading accuracy than the 3rd, suggesting that song rehearsal facilitated reading accuracy by serving as a structural prompt, supporting previous findings that music can facilitate recall and retention.

Note: Article CM Colwell, Phillips Univ, Dept Music, Enid, OK 73701 USA

Keyword(s): LITERACY CURRICULUM; STUDENTS; RETENTION; . Reading education; reading ability; music therapy; retention ; recall learning; kindergarten students; childhood

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