Music and Song in Reading Instruction
Greetings. The following materials are intended to provide an introduction to Music and Song in Reading Instruction. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Ming-Fang Hsieh
Literacy Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Research on How Music Promotes Learning
Linking Music Learning to Reading Instruction
Research Music
Research on the Relationship of Music and Other Academic Areas
Activities for Any Song
Read with a Beat: Developing Literacy through Music and Song
Reading, K-4
Citations from the ERIC Database
AN: EJ640185
AU: Renwick,-Lucille
TI: Learning with Jazz.
PY: 2002
SO: Instructor-; v111 n5 p30-31,79 Jan-Feb 2002
DEM: *Jazz-; *Music-Activities; *Music-Education
DER: Black-Culture; Creative-Teaching; Elementary-Education; Literacy-Education; Reading-Instruction
AB: Describes how teachers at three different elementary schools use jazz to teach students to read, write, and sing. In each case, jazz is used to enrich standard curricula and raise students' appreciation of this music form widely recognized for its rich heritage rooted in African American culture. Literature resources and relevant Web sites are listed. (SM)
AN: EJ637523
AU: Wexler,-Sydna-R.; Vaillancourt,-Renee-J.; Gillispie,-Julie; Engdale,-Adam; Lane,-David; Welch,-Rollie; Honnold,-RoseMary; Hall,-Tracie; Katz,-Jeff; Bartlett,-Linda
TI: Public Library YA Program Roundup. Fantastic Fiestas in the Library: Florida Teens Connect with Their Caribbean and Hispanic Roots; Read Any Good Movies Lately? Conducting YA Book and Movie Discussions; How To Survive a Summer Book Club: A Dialogue; What Do Teens Read in One Day? A Teen Read Week Log; Reading Rocks Music Revue; BookBusters! Spring Cleaning for Books, Teens, and Senior Citizens; Intergenerational Internet; Medieval Murder in the Library.
PY: 2001
SO: Voice-of-Youth-Advocates; v24 n4 p247-60,316 Oct 2001
DEM: *Adolescent-Literature; *Adolescents-; *Library-Services; *Public-Libraries
DER: Cultural-Awareness; Dramatic-Play; Films-; Music-; Older-Adults; Reading-Programs; Volunteers-
AB: These eight articles describe successful public library programs for teens. Highlights include programs emphasizing immigrants' cultures; viewing film adaptations from appropriate books; summer book discussion groups; using music to promote reading; using teen and senior citizen volunteers to help restore books; teens as computer tutors for other patrons; and murder mystery dramas. (LRW)
AN: EJ637196
AU: Douville,-Patricia
TI: Tips for Teaching: Using Songs and Chants as a Source of Predictable Text.
PY: 2001
SO: Preventing-School-Failure; v45 n4 p187-88 Sum 2001
DEM: *Classroom-Techniques; *Reading-Difficulties; *Reading-Instruction; *Songs-
DER: Elementary-Education
AB: This article suggests using songs and chants as a source of predictable text in developing students' reading skills. It offers new songs to familiar tunes to aid in content specific instruction. Benefits of using songs and chants in classroom instruction include repeated exposure to words, the versatility songs provide, and the pleasure of combining music with word meanings. (Contains nine references.) (DB)
AN: EJ636907
AU: Fisher,-Douglas; McDonald,-Nan
TI: The Intersection between Music and Early Literacy Instruction: Listening to Literacy!
PY: 2001
SO: Reading-Improvement; v38 n3 p106-15 Fall 2001
DEM: *Literacy-; *Music-; *Phonics-; *Reading-Instruction; *Teacher-Collaboration; *Vocabulary-
DER: Primary-Education; Writing-Exercises
AB: Focuses on the use of music as instructional material in early literacy instruction. Uses specific examples of music to highlight concepts of print, a sense of story and sequence, phonemic awareness and phonics, background knowledge and vocabulary, basic spelling patterns, and early writing activities. Concludes with an invitation for collaboration between music educators and classroom teachers. (SG)
AN: EJ624655
AU: Fay,-Marion
TI: Music in the Classroom: An Alternative Approach To Teaching Literature.
PY: 2001
SO: Teaching-English-in-the-Two-Year-College; v28 n4 p372-78 May 2001
DEM: *English-Instruction; *Literature-; *Music-; *Peer-Relationship; *Reading-Instruction
DER: Cultural-Differences; Educational-Strategies; Introductory-Courses; Teaching-Methods; Two-Year-Colleges
AB: Considers how using music in teaching language arts and literature helps to create kinship between students from various backgrounds and various parts of the world. Outlines the philosophical and historical basis for such an approach and discusses more benefits of a music-related approach. Suggests several class-tested curriculum strategies and specific assignments for introductory literature courses. (SG)
AN: ED451478
AU: Kagan,-Susan-C.
TI: The Effects of Music on Students Engaged in Reader Response Strategies.
PY: 2001
NT: Master of Arts Theses, Kean University.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED451478
DEM: *Music-; *Music-Appreciation; *Reader-Response; *Silent-Reading
DER: Grade-6; Intermediate-Grades; Journal-Writing; Student-Reaction
AB: This study examined the effects of background classical music on silent reading in a sixth grade class, in order to determine the amount and type of influence it would have on the reader's written response to what was read. Thirty-four suburban sixth graders from two history classes were selected for this study. The data was obtained over a period of five weeks consisting of 24 journal responses from eight subjects, two males and two females from each class. One history class (the experimental group) was instructed to read a short selection silently with classical music playing. The other history class (the control group) performed the reading and writing tasks in the absence of music. All students received the same prompt at the beginning of class and allowed 15 minutes to accomplish the task. This study revealed that there was no significant difference between the students' aesthetic written responses and efferent written responses in the classical music setting as compared to the non-music setting. Contains 40 references and 4 tables of data. Appendixes contain reader responses from the non-music and the classical music group. (Author/RS)
AN: EJ634638
AU: Fluckiger,-Jarene; Kuhlman,-Wilma
TI: When Human Needs Are Met with Music: Children's Books Share Possibilities.
PY: 2000
SO: Journal-of-Children's-Literature; v26 n2 p55-60 Fall 2000
AV: Published by the Children's Literature Assembly of the National Council of Teachers of English, Evelyn Freeman, Coeditor, School of Teaching and Learning, The Ohio State University, 333 Arps Hall, 1945 N High St. Columbus, OH 43210.
NT: Theme: Children's Literature at the Millennium.
DEM: *Childrens-Literature; *Creativity-; *Critical-Reading; *Emotional-Response; *Music-; *Reading-Instruction
DER: Adolescent-Literature; Elementary-Education
AB: Notes that children's literature in which characters engage with music opens the door for readers to identify parallels of musical experience with the art of creative reading. Considers parallels between responding to literature and music. Concludes that texts that invite readers into the world of music are plentiful and well-written. (SG)
AN: EJ604787
AU: Pearce,-Mike
TI: A Model for Improving Reading through Music Study in Band and Orchestra.
PY: 2000
SO: Reading-Teacher; v53 n8 p649-51 May 2000
DEM: *Applied-Music; *Bands-Music; *Music-Activities; *Orchestras-; *Reading-Improvement
DER: Class-Activities; Intermediate-Grades; Junior-High-Schools; Middle-Schools; Music-Education
AB: Describes how one middle school band and orchestra teacher, in response to his principal's call for schoolwide attention to improving student literacy, engaged students in reading improvement while also increasing musical knowledge. Describes how students each week read one or more short, music-related articles and complete a brief writing assignment. Discusses building a reading resource file. Notes unexpected positive outcomes. (SR)
AN: ED440375
AU: Chang,-Carrie
TI: Relationship between Music Learning and Language Reading? Review of Literature.
PY: 2000
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED440375
DEM: *Music-; *Reading-Improvement; *Reading-Research
DER: Elementary-Secondary-Education; Higher-Education; Literature-Reviews; Predictor-Variables; Reading-Achievement; Reading-Skills
AB: This paper reviews literature in the past 60 years about the relationship between music experience and language reading. Results of the literature review fall into three categories: the first group of studies (group I) indicates that music experience benefits language reading due to six transfers of learning--prediction skill, whole-to-part strategy, awareness of rhythm, rhyme and phonological awareness, learning between two similar symbol systems, and eye span and movement. The second group of studies (group II) suggests music experience neither benefits nor undermines language reading. The third group of studies (group III) demonstrates that the learners' socioeconomic status, intelligence, or social capital are better indicators of language reading experience than music experience. It concludes that music experience does not hamper language reading, but whether music experience facilitates language reading and the extent to which music experience aids language reading remains nebulous. (Contains 51 references, a table, and a figure illustrating the relationship between aspects of music and aspects of reading.) (Author/RS)
AN: EJ596921
AU: Towell,-Janet-H.
TI: Motivating Students through Music and Literature.
PY: 2000
SO: Reading-Teacher; v53 n4 p284-87 Dec-Jan 1999-2000
DEM: *Music-; *Music-Activities; *Reading-Improvement; *Reading-Instruction; *Reading-Motivation
DER: Childrens-Literature; Elementary-Education; Reading-Materials; Reading-Skills; Student-Motivation
AB: Argues that music is a powerful way to motivate students to read. Discusses reading picture books made from songs or written by musicians; using music to set the mood; combining poetry with music; and using instruments or sound effects. Lists picture books made from songs or written by musicians, books for mood music, and books with musical themes. (SR)
AN: EJ585478
AU: Smelcer,-John
TI: Music as a Catalyst for Responding to Literature.
PY: 1999
SO: Exercise-Exchange; v44 n2 p14 Spr 1999
NT: Journal availability: Reich College of Education, Appalachian State University, PO Box 32038, Boone, North Carolina 28608-2038.
DEM: *English-Instruction; *Language-Arts; *Literature-Appreciation; *Music-; *Reader-Text-Relationship
DER: Class-Activities; Higher-Education; Secondary-Education; Writing-Exercises
AB: Describes an in-class exercise in which students listen to a piece of music (without lyrics), and then write about their responses. Notes that students learn that responding to literature is as natural as responding to music, and that they all have valid and unique reactions and connections to literature. (SR)
AN: ED429710
AU: Bradley,-K.-Sue; Bradley,-Jack
TI: Developing Reading and Writing through Music.
PY: 1999
NT: Paper presented at the Annual TCTE Conference (34th, Fort Worth, TX, February 4-6, 1999).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED429710
DEM: *Music-Activities; *Music-Education; *Reading-Instruction; *Writing-Instruction
DER: Class-Activities; Early-Childhood-Education; Learning-Activities; Young-Children
AB: This document outlines a presentation on the use of music activities to develop reading and composition skills in young children. The outline describes how music contributes to language arts development and presents several classroom activities. Activities to develop reading through music involve creating new verses to songs, cumulative story building, matching rhyming words, illustrating a song, using sound substitutions, and tongue twisters. Activities for composition focus on the importance of tone to illustrate the author's attitudes toward the subject and the audience. Contains 18 references. (KB)
AN: EJ590986
AU: Brown,-Ron; Brown,-Nancy
TI: Use Songs To Teach.
PY: 1997
SO: Reading-and-Writing-Quarterly:-Overcoming-Learning-Difficulties; v13 n4 p349-54 Oct-Dec 1997
DEM: *Content-Area-Reading; *Content-Area-Writing; *Songs-
DER: Class-Activities; Primary-Education
AB: Suggests 10 classroom activities that use music to teach reading, writing, and content materials to primary children. (RS)
AN: EJ515956
AU: Jacobi-Karna,-Kathleen
TI: Music and Children's Books (Teaching Reading).
PY: 1995
SO: Reading-Teacher; v49 n3 p265-69 Nov 1995
DEM: *Books-; *Childrens-Literature; *Music-
DER: Class-Activities; Elementary-Education
AB: Discusses briefly categories of children's literature that help integrate music into the classroom, and offers a 214-item list of children's books with musical possibilities. (SR)
AN: EJ492757
AU: Douglas,-Shelia; Willatts,-Peter
TI: The Relationship between Musical Ability and Literacy Skills.
PY: 1994
SO: Journal-of-Research-in-Reading; v17 n2 p99-107 Sep 1994
DEM: *Music-Activities; *Reading-Ability; *Reading-Difficulties; *Reading-Improvement
DER: Elementary-Education; Music-Education; Reading-Research
AB: Shows an association between rhythmic ability and reading in seven- and eight-year-old students. Finds that training in music is an effective additional strategy for assisting children with reading difficulties. (SR)
AN: ED376262
AU: Morrow-Pretlow,-Tharyll-W.
TI: Using Rap Lyrics To Encourage At-Risk Elementary Grade Urban Learners To Read for Pleasure.
PY: 1994
NT: Ed.D. Practicum, Nova Southeastern University.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED376262
DEM: *Elementary-School-Students; *High-Risk-Students; *Music-Activities; *Reading-Achievement; *Reading-Instruction; *Recreational-Reading
DER: Elementary-Education; Positive-Reinforcement; Pretests-Posttests; Program-Evaluation; Reading-Habits; Reading-Interests; Relevance-Education; Teaching-Methods
AB: This practicum was developed to encourage the at-risk urban elementary school student to read for pleasure daily. Participants listened to their favorite rap songs, wrote lyrics for their own rap songs, and then read the lyrics as a text. The practicum was performed in a neighborhood community recreation center that serves urban students from local elementary schools receiving Chapter 1 services and funds. Fifteen students from grades 2 through 6 were identified as at-risk and targeted for the program because they were at least two grade levels below national norms. Interviews with these students indicated that they did not enjoy reading or writing and never did either for pleasure. A review of the literature had suggested to the author that rap music might provide a key to literacy for these students. After writing their songs, students were asked to retell their messages and to read a self-selected book relating to their personal raps. For a variety of reasons, only 6 of the 15 completed the program, but students who did complete the program showed increased pleasure in reading. Increased reading proficiency was reflected in the grades of five of the six. Two appendixes contain the student survey and interview questions. (Contains 32 references.) (SLD)
AN: ED371571
AU: Fitzgerald,-Lori-A.
TI: A Musical Approach for Teaching English Reading to Limited English Speakers.
PY: 1994
NT: Master's Thesis, National-Louis University.
PR: EDRS Price MF01/PC05 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED371571
DEM: *English-Second-Language; *Literacy-Education; *Music-Activities; *Reading-Instruction; *Singing-
DER: Class-Activities; Classroom-Techniques; Educational-Strategies; Grade-1; Limited-English-Speaking; Primary-Education; Second-Language-Instruction; Spanish-Speaking
AB: An experiment using music activities in the classroom to teach English-as-a-Second-Language reading to limited-English-proficient elementary school students is described, focusing on the teacher's discovery process as well as the students' progress. The students were 23 native Spanish-speaking first-graders in a self-contained bilingual education class with generally high achievement levels and parents who were involved in their schooling. The children sang in English from the first day of class, and sang daily as part of the curriculum, both in their own class and with a native-English-speaking class. Spanish-language songs were also incorporated. Often, the words to the song were indicated as it was being sung. Despite the songs' simplicity, students initially had difficulty pronouncing English words. However, they responded well to music and liked to dance to it. Background music was provided during some science and math activities. Other music, rhythm, and rhyming activities were popular with the children. Some songs involved counting, spelling, and eventually, reading of lyrics. The exercises were found to be very useful in encouraging literacy skills, minimizing stuttering, involving a new student, and supporting participation of all students. Some songs and related materials are appended. (MSE)
AN: EJ476510
AU: Currie,-Stephen
TI: Casey Jones, Clementine and Some Other Friends.
PY: 1994
SO: Teaching-Pre-K-8; v24 n5 p56-57 Feb 1994
DEM: *Integrated-Activities; *Music-Activities; *Reading-Skills; *Songs-; *United-States-History
DER: Class-Activities; Context-Clues; Language-Arts; Primary-Education; Singing-; Social-Studies; Spelling-; Teaching-Guides; Teaching-Methods; Word-Recognition; Writing-Skills
AB: Discusses how teachers can use folk songs to explore American history, to teach music, and to improve students' reading and writing skills in one integrated project. (BB)
AN: EJ480293
AU: Lamb,-Susannah-J.; Gregory,-Andrew-H.
TI: The Relationship between Music and Reading in Beginning Readers.
PY: 1993
SO: Educational-Psychology:-An-International-Journal-of-Experimental-Educational-Psychology; v13 n1 p19-27 1993
DEM: *Listening-Skills; *Music-; *Phonemes-; *Phonics-; *Reading-Ability; *Reading-Instruction
DER: Code-Switching-Language; Foreign-Countries; Grade-1; Letters-Alphabet; Primary-Education; Reading-Readiness; Word-Recognition
AB: Reports on a study of the relationship of both phonemic and musical sound discrimination to reading ability among 18 British first graders. Finds that discrimination of musical sounds is related to music performance but that the influential factor is a specific awareness of pitch changes. (CFR)
 I Won't Learn From You! |
Other resources from OCLC’ WorldCat (materials available via libraries or bookstores)
Title: What your first grader needs to know: Fundamentals of a good first-grade education
Author: Hirsch, E. D.
Year: 1997
Publisher: New York: Doubleday
Title: Building literacy with interactive charts: A practical guide for creating 75 engaging charts
from song, poems, and fingerplays
Author: Schlosser, Kristin G.
Year: 1994
Publisher: New York : Scholastic Professional Books
Title: Storytelling with music, puppets, and arts for libraries and
classrooms
Author: Painter, William M.
Year: 1994
Publisher: North Haven, Conn.: Library Professional Publications
Title: Resources for early childhood: A handbook
Author: Nuba, Hannah
Year: 1994
Publisher: New York: Garland Pub
Title: Handbook of research on music teaching and learning: A project of the Music Educators
National Conference
Author: Colwell, Richard
Year: 1992
Publisher: New York: Toronto
Title: Let's do a poem!: Introducing poetry to children through listening, singing, chanting,
impromptu choral reading, body movement, dance, and dramatization
Author: Larrick, Nancy
Year: 1991
Publisher: New York: Delacorte Press
Title: Musical story hours: Using music with storytelling and puppetry
Author: Painter, William M.
Year: 1989
Publisher: Hamden, Conn.: Library Professional Publications
To Order Full-Text Copies of ERIC Journal and ERIC Document Citations:
Citations identified with an ED (ERIC document) number are available in ERIC microfiche collections at over 1000 locations worldwide; to identify your local source, connect to the: ERIC Resource Collection.
Documents can also be ordered through EDRS for a fee: email service@edrs.com, tel. (800)443-ERIC. Selected ERIC Documents are available through online ordering via the EDRS's web site
Citations with an EJ (ERIC journal) number are available through the originating journal, interlibrary loan services, or for a fee from the following article reproduction services: Ingenta: email: ushelp@ingenta.com, tel. (800) 296 2221, online order form; or ISI Document Solution: email: ids@isinet.com, tel. (800) 336-4474, (215) 386-4399, online order form
