Sing it or speak it?: the effects of sung and rhythmically spoken songs on preschool children's word learning

Vocabulary knowledge in the primary grades predicts later reading comprehension and academic success. For young children, low initial knowledge about academically-valued words at school entry can serve as a barrier to accessing text and sustaining reading achievement in school. Many studies focus on direct vocabulary instruction and shared book reading as the primary context for fostering preschool children's word learning, but few explore songs...