ERIC Number: ED371571
Record Type: RIE
Publication Date: 1994-Jun-6
A Musical Approach for Teaching English Reading to Limited English Speakers.
Fitzgerald, Lori A.
An experiment using music activities in the classroom to teach English-as-a-Second-Language reading to limited-English-proficient elementary school students is described, focusing on the teacher's discovery process as well as the students' progress. The students were 23 native Spanish-speaking first-graders in a self-contained bilingual education class with generally high achievement levels and parents who were involved in their schooling. The children sang in English from the first day of class, and sang daily as part of the curriculum, both in their own class and with a native-English-speaking class. Spanish-language songs were also incorporated. Often, the words to the song were indicated as it was being sung. Despite the songs' simplicity, students initially had difficulty pronouncing English words. However, they responded well to music and liked to dance to it. Background music was provided during some science and math activities. Other music, rhythm, and rhyming activities were popular with the children. Some songs involved counting, spelling, and eventually, reading of lyrics. The exercises were found to be very useful in encouraging literacy skills, minimizing stuttering, involving a new student, and supporting participation of all students. Some songs and related materials are appended. (MSE)
Publication Type: Reports - Evaluative; Dissertations/Theses - Masters Theses
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Master's Thesis, National-Louis University.