Children's reading comprehension and narrative recall in sung and spoken story contexts

A growing number of reading professionals have advocated teaching literacy through music and song; however, little research exists supporting such practices. The purpose of this study was to determine if sung story book readings would enhance story comprehension and narrative re-tellings in children...

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Bibliographic Details
Published in:Child language teaching and therapy 2008-10, Vol.24 (3), p.329-349
Main Authors: Kouri, Theresa, Telander, Karen
Format: Article
Language:English
Subjects:
Attention Control
Delayed language acquisition
Delayed Speech
Educational Research
Elementary education
Elementary school students
Grade 1
Kindergarten
Kindergarten students
Language Skills
Literacy
Literacy Education
Longitudinal Studies
Music
Narratives
Question answer sequences
Reading Comprehension
Reading Skills
Singing
Story Reading
Teaching Methods
Vocabulary Development
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Summary:A growing number of reading professionals have advocated teaching literacy through music and song; however, little research exists supporting such practices. The purpose of this study was to determine if sung story book readings would enhance story comprehension and narrative re-tellings in children with histories of speech and language delay. Thirty kindergarten and first grade children listened to story books read in either a sung or spoken voice and were then asked to retell stories and answer story comprehension questions. Findings revealed that story re-telling and comprehension scores did not differ between conditions; however, certain advantages associated with language expression and attentional focus were indicated in both conditions.
ISSN:0265-6590
1477-0865
DOI:10.1177/0265659008096296