Implementation of Music Activities to Increase Language Skills in the At-Risk Early Childhood Population

Autor/in	Seeman, Elissa
Titel	Implementation of Music Activities to Increase Language Skills in the At-Risk Early Childhood Population
Quelle	(2008), (91 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Music Education; Intervention; Music Activities; Delayed Speech; Program Evaluation; Early Childhood Education; Oral Language; Phonemic Awareness; Young Children; Program Effectiveness; Receptive Language; Language Acquisition; At Risk Students; Urban Schools; Public Schools; Language Impairments; Language Skills; Transfer of Training; Self Esteem; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Musikerziehung; Musikalische Aktion; Sprachverzögerung; Programme evaluation; Programmevaluation; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Oral interpretation; Mündlicher Sprachgebrauch; Frühe Kindheit; Rezeptive Kommunikationsfähigkeit; Sprachaneignung; Spracherwerb; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Language skill; Sprachkompetenz; Training; Transfer; Ausbildung; Self-esteem; Selbstaufmerksamkeit
Abstract	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.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10