Patrick Walton
Using Singing and Movement to Teach Pre-reading Skills and Word Reading to Kindergarten Children: An Exploratory Study
Thompson Rivers University
kindergarten classrooms randomly assigned songs group n 44 used choral singing movement teach phonological skills lettersounds word reading control group n 49 children received regular language literacy programs equal amounts time songs group teaching involved choral singing movements created project teach phonological skills lettersounds word reading children preferred songs quick learn strong soothing rhythms incorporated movements children songs group increased lettersounds medial phoneme identity word reading compared children control group children groups made equal gains rhyming identifying phonemes initial final positions songs group children also read new words presented songs program initial medial phoneme identity lettersound knowledge made independent contributions word reading