[R-0022] S2. Instructional Strategies

Citation: Wiggins, D. G. (2007). Pre-k music and the emergent reader: Promoting literacy in a music-enhanced environment. Early Childhood Education Journal, 35, 55-64. doi: 10.1007/s10643-007-0167-6

Abstract: Emergent literacy may be nurtured in an early childhood environment that integrates literacy experiences with meaningful music activities in which young children develop skills necessary for success in both areas simultaneously. Early childhood educators can develop the knowledge and skills needed to bring music into the classroom as an engaging and stimulating element of literacy education.

Integration: Lamb and Gregory (1993) investigated the relationship between musical awareness and reading skills with 18 infant children ranging from 4 years 9 months to 5 years 4 months. The researchers were interested in validating the assumption that a relationship exists between an awareness of musical sound changes and phonemic awareness. Subjects completed a simple reading test assessing concepts about print, word matching, letter sounding, and word reading. In addition, an assessment of phonic reading and musical ability were administered. All tests were administered across five sessions. The results show that the children who scored high on the phonic awareness measure also scored high on the reading tests. In addition, this same group of children performed well on the pitch discrimination assessment. The investigators suggest a longitudinal study be conducted to study the relationship of pitch discrimination and other aspects of musical ability to reading progress. In order to begin to develop the music-integrated literacy experiences, early childhood teachers need to be aware of how the blending of literacy and music activities can occur and the musical knowledge and skills needed to promote musical confidence when teaching. There are parallel skills in reading and music. A music-integrated literacy environment nurtures auditory and visual discrimination, eye-motor coordination, visual sequential memory, language reception, vocabulary development, phonological and phonemic awareness, and fluency. The standards-based approach to integrating music and literacy activities described in this discourse reflects national and international thought regarding developmentally appropriate practice. It is generally agreed that both literacy and music development occur along a continuum toward a common goal of critical and creative expression.

Content Focus: Instruction and Teaching; Language and Literacy Experiences

Notes: Great artcle and easy to read.