RM Winter 2016 FLIP

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Reading Matters
Teaching Matters
Reading Matters | Volume 16 • Winter 2016 | |39|
Abstract —Music is a valuable tool for literacy development
at any age. Increasingly, there is awareness that music and
singing in conjunction with reading promote phonemic
and phonological awareness, concepts about print, phonics
knowledge, word recognition, and vocabulary acquisition (Biggs,
Homan, Dedrick, & Rasinski, 2008; Fisher, 2001; Iwasaki, Rasinski,
Yildirim, & Zimmerman, 2013). Our work with students also
suggests that song lyrics have the potential to promote literary
interpretation. In this article, we discuss ways that songs support
reading and writing throughout the grades and instructional
approaches for capitalizing upon its potential in classrooms.
Groovin’ to the Sounds of Music:
Songs as Literacy Instruments
“Where is Pete going?
The library!
Pete has never been to the library before!
Does Pete worry?
Goodness no!
He finds his favorite book
and sings his song:
‘I’m reading in my school shoes.
I’m reading in my school shoes.
I’m reading in my school shoes.’”
The excerpt above from Pete the Cat: Rocking in My School
Shoes (Litwin, 2011) is actually the second refrain of Pete’s song.
As Susan observes the librarian read the words above, the
children are already primed by the previous pages to chime
in and sing along with Pete. The book represents the first
day of school, and the main character’s self-confidence and
optimism shines through, allaying any newcomer’s anxiety with
the call-and-response, “Does Pete worry?”“Goodness no.”
Susan recently observed this musical read-aloud experience
while waiting for her next student teacher observation. The
librarian invited the children to chime in and every child in the
kindergarten class was totally engaged by the read-aloud - singing
along, and connecting to the coolness that is Pete. Then the
librarian asked them to come over to a large screen and stand as
she brought up a YouTube video of Eric Litwin, the author, and
James Dean, the illustrator, sharing the text and singing Pete’s
song:
By the time the kindergartners and the librarian were barely
into the video, I (Susan) could hardly stay in my seat! I, too,
wanted to get my groove on with Pete! Perhaps Litwin explains
it best—he terms such experiences, “musical interactive literacy.”
After having difficulties with reading as a child, he began his
career as a special needs teacher but became a performer of
children’s songs—combining music and movement, call-and-
response, rhythm, rhyme, and repetition (Green, 2014). These
characteristics are also evident in his Pete the Cat books.
Although anecdotal evidence on this topic is more prevalent
than organized research, the benefits of music and song on
literacy development are undeniable. A number of important
correlates can be drawn between music and literacy according
to numerous experts (Fisher, 2001; Harp, 1988; Iwasaki, Rasinski,
Yildirim, & Zimmerman, 2013; Miller & Coen, 1994). Music is
undoubtedly present in the world of children, whether they are
singing to themselves as they play, dancing along to a song on the
radio, or singing chants and nursery rhymes on the playground.
Strong social bonds are encouraged through music and
songs beginning in pre-school, and toddlers can begin
to experiment with grammatical rules and and various
rhyming patterns in songs. A child’s initial introduction
to patterned text often occurs first in songs, chants,
and rhymes, which are repeated through childhood.
(Paquette & Rieg, 2008, p. 228)
In the remainder of this article, we will discuss the tools
that songs offer in support of literacy learning. We will
begin by providing suggestions for songs as curricular
instruments for emergent and early literacy, supported by
educational rationales. We then offer ideas for elementary
and beyond including English language learners.
Music and Songs in the Early Years
Music is memorable and engaging, making it a perfect tool
for early reading development. As represented in the read-aloud
experience of Pete the Cat described above, songs teach young
readers many important aspects of early literacy. Such musical
interactions and merriment are reminiscent of early home and
play experiences. For example, when Julie babysat for two year old
Sarah, one of Sarah’s favorite activities was to tune in to YouTube
videos of sing-along books such as Driving My Tractor (Dobbins,
2009), The Animal Boogie, (Harter, 2005), and Giraffes Can’t Dance
(Andreae & Laurie, 2002). As she sang along, she would instruct
Julie to turn the pages of the book to go along with the video
illustrations as the narrator sang. Julie was surprised to find
that Sarah knew exactly when the pages should be turned! She
even got upset when Julie got distracted and did not turn the
page at the right time. The multimodal effects of music, video,
and books were teaching Sarah how books work. These effects
Groovin’ to the Sounds of Music:
Songs as Literacy Instruments
Susan King Fullerton, Clemson University
Julianne Turowetz, Clemson University