Researcher: Dr. Betty Bailey (Department of Education and Early Child Development)

Research Summary: Literacy is a pressing concern within the school system. While a considerable portion of the curriculum is dedicated to literacy, many children find it difficult to meet the curriculum standard. Poor literacy leads to difficulties in many areas of life throughout the lifespan; therefore, it is not prudent to ignore the problem. As a response to this concern, quite a number of children attend after-school learning programs to improve their reading. Unfortunately, these programs add an additional learning burden to the children, as well as the financial resources of the family, and are available only to those who can afford to attend. It is important to determine if reading competence can be improved through other more equitable means.

Research from a number of domains suggests that participation in musical activities may facilitate verbal and reading development. There are a number of similarities between the acquisition and structure of music and language. For example, in the preschool years, children develop competence with the grammar of their native language and proficiency with the music of their culture; both music and language are composed of small units that combine to form larger units of meaning; and both music and language are rhythmic in nature.

One natural and cost-effective musical activity which may be employed to improve reading competence is group singing. In addition to reinforcing verbal and rhythmic awareness and rote learning, group singing has been found to improve emotional, social, and physiological outcomes which combine to improve perceptions of self-concept.

In this research, three Grade 3 classes of children will participate in a controlled study over the course of one term to determine differences in the effects of participating in: (1) additional sessions of group singing; (2) additional sessions of regular reading activities; and (3) no additional singing or reading activities. Both reading competence and self-concept outcomes will be measured. Reading competence will be measured by monitoring reading scores at the beginning, middle, and end of the term. Within and between group results will be compared using analysis of variance. Various aspects of self-concept and behaviour will be measured at the beginning and end of the term using Beck Youth Inventories. These inventories are designed to track children's thoughts, feelings, and behaviours over time, and are recommended for group educational and therapeutic settings. The results of pre- and post- administrations will be assessed by a clinical psychologist.