Using Song Picture Books to Support Early Literacy Development

Barclay, Kathy

doi:10.1080/00094056.2010.10523134

Cited by 4 publications

(6 citation statements)

References 4 publications

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“…Early literacy researchers have also cited singing as beneficial to the acquisition of print literacy given that singing is said to “encourag[e] oral language skills, physical development, and an understanding of concepts such as sequence and patterning” (Connors, , p. 22), broaden vocabulary development and “enhance children's lexical acquisition and semantic knowledge” (Winters and Griffin, , p. 78). Pairing music and print within song‐based picture books has also been shown to support children's oral language and concepts of print (e.g., Barclay, ), while musical prosody (i.e., “the complex interrelationships of rhythm … and pitch” (Gabriel and Countryman, , p. 45)) has been shown to support reading fluency and enhance reading programmes (Frasher, ). There is documented evidence that singing has a vital role in classrooms for supporting the acquisition of print literacies which are necessary for success in schools.…”

Section: Literature Reviewmentioning

confidence: 99%

Singing our song: the affordances of singing in an intergenerational, multimodal literacy programme

2017

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This exploratory case study examined the affordances of singing as a multimodal literacy practice within ensembles that featured art, singing and digital media produced in an intergenerational programme that served a class of kindergarten children and community elders. The programme that was set up by the study in collaboration with a rural school and elders' organisation saw participants meet one afternoon a week for most of a school year. Study questions concerned the meaning making and relationship‐building opportunities afforded to the participants as they worked through chains of multimodal projects. Data were collected using ethnographic tools in an elders' home where the projects were completed and in the kindergarten where project content and tools were introduced to the children and extended by the classroom teacher. Themes were identified through the juxtaposition of data in relation to the literature and study questions. Results indicate that singing provided opportunities for participants to form relationships and make meaning as a group while combining modes. Study findings foreground the communicative power of singing and suggest how singing, when viewed through a multimodal lens, might be a potent tool for multimodal literacy learning.

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Section: Literature Reviewmentioning

confidence: 99%

Singing our song: the affordances of singing in an intergenerational, multimodal literacy programme

2017

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“…This article presents the repeated singing of a shared text to support preschool student's understanding of print concepts. There is extensive research that supports the repeated singing of shared texts to teach phonological awareness, vocabulary, fluency, and comprehension across grades K‐12 (Barclay, 2010; Biggs et al, 2008; Bolden & Beach, 2021; Lawson‐Adams et al, 2022; Montgomery & Smith, 2014; Patscheke et al, 2018; Rasinski, 1990; Walton, 2014). However, limited research exists on repeated singing to engage with key concepts about print (Barclay, 2010; Montgomery & Smith, 2014).…”

Section: Print Concepts Instructionmentioning

confidence: 99%

“…There is extensive research that supports the repeated singing of shared texts to teach phonological awareness, vocabulary, fluency, and comprehension across grades K‐12 (Barclay, 2010; Biggs et al, 2008; Bolden & Beach, 2021; Lawson‐Adams et al, 2022; Montgomery & Smith, 2014; Patscheke et al, 2018; Rasinski, 1990; Walton, 2014). However, limited research exists on repeated singing to engage with key concepts about print (Barclay, 2010; Montgomery & Smith, 2014). This study seeks to extend upon existing research regarding repeated singing of shared texts (Biggs et al, 2008; Bolden & Beach, 2021; Rasinski, 1990), specifically to explore concepts about print with preschool students.…”

Section: Print Concepts Instructionmentioning

confidence: 99%

“…As children become accustomed to these repeated elements, they exhibit the “read‐it‐again” phenomenon, in which they demand to repeatedly read a text because they are familiar with the language and know what to expect. This allows children to experience ownership of and independence in their learning, and as a result, increased motivation to participate in repeated reading practice (Barclay, 2010; Iwasaki et al, 2013).…”

Section: Motivation and Music; Why Singing?mentioning

confidence: 99%

“…This combination of scaffolds mimicked the act of reading aloud from print for young children who are not yet decoding. Students were able to directly interact with and implement the concepts about print in a way that simulated independence, added authenticity, and increased their motivation to engage with print (Barclay, 2010).…”

Section: Closing Thoughtsmentioning

confidence: 99%

See 2 more Smart Citations

Singing in Preschool Promotes Literacy Development

Galeza¹,

Rasinski²

2023

The Reading Teacher

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Concepts of print are essential, foundational literacy understandings about words in their written, or print form. Concepts include discerning pictures from written words, reading print from top to bottom and left to right with one‐to‐one correspondence between words read and words in print. Reading aloud from a big book is widely accepted and implemented to teach the concepts of print. We present the repeated singing of a shared text as an alternative or complementary instructional method for teaching concepts of print in the preschool classroom. This article reports major findings that showed substantial developments in preschool student's understanding of print concepts after just 2 weeks of singing a shared text. Additionally, we comment on the joyfulness that song can bring into the early childhood classroom. Based on these findings, we suggest engaging students in repeated singing of a shared text as an instructional approach for teaching concepts of print to preschool students.

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Comparing the comprehension of short stories paired with familiar and unfamiliar melodies and spoken text in autistic children

Schwartzberg

Silverman

2023

Psychology of Music

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Autistic children (AC) can demonstrate varying abilities of comprehending spoken and written information. Although information is often paired with music to facilitate recall and learning, there is limited research investigating if sung short stories influence the listening and reading comprehension (LRC) of AC. The purpose of this study was to compare the LRC of information paired with (1) familiar melodies, (2) unfamiliar melodies, and (3) spoken information in AC. Participants ( N = 59) received three different short stories presented live that were sung paired with a familiar melody, sung paired with an unfamiliar melody, and spoken. Both music conditions had guitar accompaniment. After presentation of each condition, participants answered five close-ended questions to measure LRC. There was no significant within-group LRC difference between the familiar melody, unfamiliar melody, or spoken conditions. Descriptive statistics indicated that both music conditions yielded slightly higher mean LRC scores than the spoken condition with slightly higher mean LRC during the familiar melody condition than the unfamiliar melody condition. Given the differences in the means, future researchers should be mindful of the possibility of a type II error. Implications for classroom and clinical work, limitations of the study, and suggestions for future research are provided.

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Using Song Picture Books to Support Early Literacy Development

Cited by 4 publications

References 4 publications

Singing our song: the affordances of singing in an intergenerational, multimodal literacy programme

Singing our song: the affordances of singing in an intergenerational, multimodal literacy programme

Singing in Preschool Promotes Literacy Development

Comparing the comprehension of short stories paired with familiar and unfamiliar melodies and spoken text in autistic children

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