This Article Free Full Text (Free PDF) Free References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Google Scholar Articles by Kouri, T. A. Articles by Winn, J. Search for Related Content Social Bookmarking                   What's this?

Lexical learning in sung and spoken story script contexts

University of Northern Iowa, Cedar Falls, Iowa, USA, theresa.kouri{at}uni.edu

Jennifer Winn

University of Northern Iowa, Cedar Falls, Iowa, USA

Although most children seem to love music, our understanding of the role it plays in facilitating speech and language learning is limited, as is research validating its efficacy in the clinical setting. The purpose of this study was to examine how singing affects children’s quick incidental learning (QUIL) of novel vocabulary terms. Sixteen children with language delay and mild developmental delays were presented with spoken and sung story scripts containing eight novel words over two experimental sessions. Lexical probes indicated that children’s naming and comprehension of target lexical items did not significantly differ as a result of hearing sung versus spoken scripts versions. A significant increase was noted in the number of children’s unsolicited target word productions from Session 1 to Session 2 in the Sung Condition, indicating that sung input may enhance only particular aspects of quick incidental word learning.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?