WWC review of this study

Effects of a preschool music and movement curriculum on children's language skills [Music and movement intervention that supports language skills vs. business as usual]

Yazejian, N., & Peisner-Feinberg, E. S. (2009). NHSA Dialog, 12(4), 327–341. Retrieved from: https://eric.ed.gov/?id=EJ865822

  • Quasi-Experimental Design
     examining 
    207
     Students
    , grade
    PK

Reviewed: March 2022

No statistically significant positive
findings
Meets WWC standards with reservations
Language outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Adaptive Language Inventory (ALI)

Music and movement intervention that supports language skills vs. Business as usual

0 Days

Full sample;
181 students

3.49

3.30

No

--
More Outcomes

Peabody Picture Vocabulary Test-III

Music and movement intervention that supports language skills vs. Business as usual

0 Days

Full sample;
184 students

55.12

55.67

No

--


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Female: 50%
    Male: 50%

  • Rural, Suburban, Urban
    • B
    • A
    • C
    • D
    • E
    • F
    • G
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    • H
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    • h
    • i
    • b
    • d
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    • g
    • j
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    • y

    Kentucky, North Carolina, New York
  • Race
    Black
    63%
    Other or unknown
    18%
    White
    19%
  • Ethnicity
    Hispanic    
    9%
    Not Hispanic or Latino    
    91%

Setting

The study took place in Head Start classrooms in three sites - a suburban area of North Carolina, a rural area of Kentucky, and an urban area of New York.

Study sample

The sample consisted of 50% female students and 50% male. The average age of students in the study was 53 months of age at pretest. Sixty-three percent of the children were African American, 19% were Caucasian, 9% were Latino, and 9% were of other races.

Intervention Group

Classrooms in the intervention group received the music and movement intervention delivered by an early childhood music educator 2 days a week for 30 min each time throughout the Head Start program year. In addition, the teachers in these classrooms were asked to incorporate two of the curriculum activities twice a week, and the materials were left in the classroom for use by children during free choice and center times. Each lessons had 10 separate activities that included gross motor activities and quiet activities. The activities targeted language development, rhyming, expressive language, and listening. Most of the activities involved talking to the child about the song/activity, singing, or asking questions about the song or activity.

Comparison Group

The students in the comparison condition received their business-as-usual curriculum and received no supplemental lessons.

Support for implementation

The development and provision of the intervention was overseen by an early childhood music educator who founded and directed two early childhood music companies. The two additional intervention music teachers codeveloped the intervention.

 

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