Effect of music instruction on language development of preschool children

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jeanette E. Crosswhite (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
James W. Sherbon

Abstract: The purpose of this study was to investigate the effects of a sequential program of music instruction on language development, both receptive and expressive language, of preschool children. Subjects were thirty-three three- and four-year-old children from two preschools in the Nashville, Tennessee, area. Subjects in both intact classes in the study were pretested for receptive language skills using the Peabody Picture Vocabulary Test-Revised (PPVT-R) form L and for expressive language skills by the collection of tape-recorded language samples. Following the pretest, one group received planned music instruction by a certified music teacher twice a week over a three month period. The other group received no treatment. At the conclusion of the period of instruction, the PPVT-R, form M was administered to all subjects as a posttest for receptive language, and a second language sample was recorded for expressive language.

Additional Information

Language: English
Date: 1996
Music $x Instruction and study $v Juvenile
Language acquisition

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