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ERIC Number: ED503314
Record Type: Non-Journal
Publication Date: 2008-Mar-6
Pages: 91
Abstractor: As Provided
Reference Count: 32
Implementation of Music Activities to Increase Language Skills in the At-Risk Early Childhood Population
Seeman, Elissa
Online Submission
The purpose of this study was to examine the short-term effects of a music education intervention on the receptive language skills of students in an at-risk early childhood program. The target population was nine students ages 3, 4, and 5 in an at-risk, inclusive classroom in a Chicago public school. The problem of language delay is indicated in the targeted students' preliminary evaluative data of receptive language skills as measured using the Peabody Picture Vocabulary Test (PPVT-III) and Teacher Rating of Oral Language and Literacy (TROLL) assessments. As a result of teaching music skills as recommended in ISBE and MENC learning standards, during the period from October 2006 to December 2006, the targeted early childhood students improved their receptive language skills. Results indicate that after 2 months of intervention the average student age equivalent increased 21.18% in receptive language and 34.67% in phonemic awareness. Unexpected outcomes included transfer of knowledge to the classroom and home environments, increases in musical identity and self-esteem, and continued practice of music activities in the classroom following the intervention. Educators may implement such music activities to increase receptive language skills in an at-risk preschool population. (Contains 7 tables and 2 figures.) [Master of Arts in Early Childhood Education, Saint Xavier University.]
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test