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Effect of Instrumental Play and Sung Text on the Story Comprehension of At-Risk Preschool Children

Title: The Effect of Instrumental Play and Sung Text on the Story Comprehension of At-Risk Preschool Children.
Name(s): McClenton, Tiphanie L., author
Darrow, Alice-Ann, professor directing thesis
Gregory, Dianne, committee member
Standley, Jayne M., committee member
College of Music, degree granting department
Florida State University, degree granting institution
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2013
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: The purpose of the present study was to determine the effect of two music interventions on preschool at-risk children's story comprehension. Participants were children (N=20; n =8 boys, n=12 girls) ages 4-5 years old, enrolled in a pre-kindergarten class at an early intervention center for at-risk children. Each participant was read six stories (approximately two minutes each) under three conditions. Participants heard two stories per condition. The control condition was teacher reading the story without music (SNM). The experimental music conditions were teacher reading the story with sung text (SST), and teacher reading the story incorporating instrumental play (SIP). After each story, the children were asked a series of questions about the story. Data were taken and analyzed on the number of correct responses per condition, per story, and by gender. Results revealed no significance difference in the number of correct responses under the three conditions. Participants overall scored highest under the control (SNM) and instrument play (SIP) conditions, and female participants outperformed male participants for all six stories. The condition of sung text (SST) produced the lowest comprehension scores. Most participants attempted to sing along with the teacher as she sang the lyrics. As result, they were inattentive to the lyrics and unable to respond to the questions. These findings suggest that instrument play may serve as a better music strategy for maintaining children's attention during story time. Additional implications for practice and future research are discussed.
Identifier: FSU_migr_etd-8596 (IID)
Submitted Note: A Thesis submitted to the College of Music in partial fulfillment of the requirements for the degree of Master of Music.
Degree Awarded: Fall Semester, 2013.
Date of Defense: September 9, 2013.
Keywords: At-Risk, Preschool
Bibliography Note: Includes bibliographical references.
Advisory Committee: Alice-Ann Darrow, Professor Directing Thesis; Dianne Gregory, Committee Member; Jayne M. Standley, Committee Member.
Subject(s): Music
Persistent Link to This Record:
Owner Institution: FSU

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McClenton, T. L. (2013). The Effect of Instrumental Play and Sung Text on the Story Comprehension of At-Risk Preschool Children. Retrieved from