Little research has identified how music can influence literacy. This study used a mixed methods approach to identify the effect of using song with repeated reading of text. The participants were 23 Hispanic second grade students in a Title I urban school. Two intervention groups, repeated reading and repeated reading with songs, were compared. At the end of 5 weeks, no statistically significant differences were found between the two groups in the areas of comprehension (as measured by story retell) or fluency (as measured by reading rate and prosody). However, observations of independent reading revealed that those in the song group demonstrated behaviors of engagement with practice texts more frequently than those in the reading group. Therefore, using song was found to contribute to an increased amount of repeated reading, which may lead to measureable academic achievement.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 48/04M, Masters Abstracts International|
|Subjects:||Language arts, Music education, Elementary education, Literacy, Reading instruction, Hispanic American studies|
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