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Early vocabulary knowledge predicts later reading comprehension and academic success. Many studies focus on supporting vocabulary through direct verbal instruction and shared book reading contexts, but few explore songs as a context for building children’s knowledge about words. Using a within-subject design, we conducted an intervention that investigated preschool children’s receptive word learning from songs. Words were taught with picture cards-only, a song that was sung, and a song that was rhythmically-spoken. We found that children learned words when taught with songs, but receptive word knowledge did not vary across picture card-only instruction and the both song conditions. The findings of this study contribute an understanding of whether songs, and their modality of performance, can foster preschool children’s word learning.