This study was designed to examine two aspects of sight-singing instruction: (1) solfege syllables versus the syllable "loo" for singing patterns and (2) the use of related songs (songs that began with tonal patterns being studied) as compared with unrelated songs. Second-grade students (N = 193) enrolled in general music classes participated in 25 minutes of sight-singing instruction for 16 sessions. In each session a new four-note pattern and song were introduced, and previously learned patterns were reviewed. Four levels of instructional treatment were examined as the independent variable: (1) related songs/solfege, (2) related songs/"loo", (3) unrelated songs/solfege, and (4) unrelated songs/"loo". Pitch and contour accuracy of familiar and unfamiliar patterns were examined as dependent variables on sight-singing pre-, post-, and retention tests. Results indicated significant pre- to posttest improvement in sight-singing skills. Most post- to retention test differences were nonsignificant, indicating skill retention. Sight-singing skills transferred to unfamiliar patterns. Treatment effectiveness differed by pattern familiarity. Solfege with familiar patterns and a neutral syllable ("loo") with unfamiliar patterns resulted in significantly greater contour accuracy. Relating patterns to songs had no significant effect on achievement. (Contains 2 figures and 1 table.)