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The effect of instrumental play and sung text on the story comprehension of at-risk preschool children.

机译：器乐演奏和演唱的文字对高危学龄前儿童故事理解的影响。

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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.

机译：本研究的目的是确定两种音乐干预对学龄前高危儿童故事理解的影响。参加者是4-5岁的儿童（N = 20； n = 8个男孩，n = 12个女孩），他们在危险儿童早期干预中心的幼儿园前班就读。在三种情况下，每个参与者阅读了六个故事（每个故事大约两分钟）。每个条件下，参与者听到两个故事。控制条件是老师阅读没有音乐的故事（SNM）。实验性音乐条件是老师朗读带有演唱文字的故事（SST），以及老师朗读结合器乐演奏的故事（SIP）。每个故事结束后，向孩子们询问有关这个故事的一系列问题。采集并分析每种条件，每个故事和性别的正确反应次数的数据。结果表明，在三种情况下，正确答案的数量没有显着差异。在控制（SNM）和乐器演奏（SIP）条件下，参与者总体得分最高，在所有六个故事中，女性参与者均优于男性参与者。演唱文本（SST）的条件产生了最低的理解分数。大多数参加者尝试在她唱歌时与老师一起唱歌。结果，他们对歌词不专心，无法回答问题。这些发现表明，乐器演奏可能是一种更好的音乐策略，可以在故事时间保持孩子的注意力。讨论了对实践和未来研究的其他影响。

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作者
McClenton, Tiphanie L.;
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作者单位

The Florida State University.;

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授予单位 The Florida State University.;
学科 Music.;Education Music.;Education Early Childhood.
学位 M.M.
年度 2013
页码 119 p.
总页数 119
原文格式 PDF
正文语种 eng
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入库时间 2022-08-17 11:41:38

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The effect of instrumental play and sung text on the story comprehension of at-risk preschool children.

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