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Child Language Teaching and Therapy
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Children's reading comprehension and narrative recall in sung and spoken story contexts

Theresa Kouri

University of Northern Iowa, USA, Theresa.Kouri{at}uni.edu

Karen Telander

Waconia Community School District, USA

A growing number of reading professionals have advocated teaching literacy through music and song; however, little research exists supporting such practices. The purpose of this study was to determine if sung story book readings would enhance story comprehension and narrative re-tellings in children with histories of speech and language delay. Thirty kindergarten and first grade children listened to story books read in either a sung or spoken voice and were then asked to retell stories and answer story comprehension questions. Findings revealed that story re-telling and comprehension scores did not differ between conditions; however, certain advantages associated with language expression and attentional focus were indicated in both conditions.

Key Words: literacy training • music and reading • reading comprehension • speech and language delay • sung story books

Child Language Teaching and Therapy, Vol. 24, No. 3, 329-349 (2008)
DOI: 10.1177/0265659008096296
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