AIRS 3rd Annual Meeting: 2011

Title: Sing a Song or Read Along
Authors: Robyn Wells (St. Francis Xavier University), Sarah Drake (St. Francis Xavier
University), Jennifer Sullivan (St. Francis Xavier University)

Abstract

Introduction: Previous research has shown the positive influence of music on vocabulary
development. The current study investigated two vocabulary intervention techniques with preschool aged children and determined whether singing or storybook reading has a greater effect
on the ability to learn new vocabulary.
Method: Eight children from two different daycare centres were assigned to one of two
conditions, a singing condition or a storybook condition. All children were pre-tested for their
knowledge of 36 vocabulary words using a Picture Vocabulary Test (PVT) developed for this
study. Children in each condition received 8 weeks of vocabulary intervention consisting of
learning 10 songs or listening to 10 storybooks. Twenty-eight of the target vocabulary words
were used in both the stories and songs and two sets of an additional 4 words were only present
in each type of intervention. After the intervention, the children were post-tested for knowledge
of the same vocabulary words
Results: As hypothesized, children in the singing intervention showed significantly greater
vocabulary acquisition than those in the storybook condition.
Discussion: Singing intervention proved to be a useful way to teach children new words. The
intervention was extremely enjoyable for the young children. This is an inexpensive and
accessible alternative to storybook reading.