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The Impact of Song and Movement on Kindergarten Sight Word Acquisition

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The Impact of Song and Movement on Kindergarten Sight Word Acquisition Rowan University Rowan Digital Works Theses and Dissertations 12-14-2017 The impact of song and movement on kindergarten sight word acquisition Katy Martin Rowan University Follow this and additional works at: https://rdw.rowan.edu/etd Part of the Early Childhood Education Commons, and the Language and Literacy Education Commons Recommended Citation Martin, Katy, "The impact of song and movement on kindergarten sight word acquisition" (2017). Theses and Dissertations. 2489. https://rdw.rowan.edu/etd/2489 This Thesis is brought to you for free and open access by Rowan Digital Works. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Rowan Digital Works. For more information, please contact [email protected]. THE IMPACT OF SONG AND MOVEMENT ON KINDERGARTEN SIGHT WORD ACQUISITION by Katy Martin A Thesis Submitted to the Department of Language, Literacy, and Sociocultural Education College of Education In partial fulfillment of the requirement For the degree of Master of Arts in Reading Education at Rowan University December 6, 2017 Thesis Chair: Dr. Susan Browne © 2017 Katy Martin Dedications I would like to dedicate this manuscript to my husband Robert Martin and my beautiful daughter Lainey Rose. Your patience, support, and encouragement made it possible to push through the hardest of days to reach my goals. Your daily reminder to reach for the stars gave me the strength to shine brightly. Acknowledgments I gratefully acknowledge those who have guided me through this thesis project. Dr. Browne, I would like to thank you for your guidance, feedback, and suggestions as the writing of this thesis took place. I would like to express my gratitude to the students of the study site who were eager and excited to participate in the singing and movements of sight words every day throughout this study. I would also like to thank my colleagues in the MA in Reading Program. The friendships we have made during this process helped to sustain endurance and establish perseverance. iv Abstract Katy Martin THE IMPACT OF SONG AND MOVEMENT ON KINDERGARTEN SIGHT WORD ACQUSITION 2017-2018 Dr. Susan Browne Master of Arts in Reading Education The purpose of this naturalistic, qualitative study was to document the impact that song and movement had on kindergarten sight word acquisition. To investigate this, 18 kindergarten students were taught 20 new sight words using songs and movement over the course of four weeks. Data was systematically collected and analyzed to determine the specific benefits that song and movement had on kindergartener’s sight word learning in regard to automaticity, motivation, and engagement. The kindergarten students were administered a pre-and post-sight word assessment along with a pre-and post-song and movement motivation and engagement student survey. Throughout the study, a qualitative journal was kept to track student progress, notes, quotes, and behaviors. Based on the data collected, the use of song and movement had a positive impact on kindergartener’s sight word acquisition. All 18 students increased their sight word knowledge and demonstrated a strong ability to read sight words with automaticity. The motivation and engagement of kindergarten students also increased while learning sight words using song and movement. The results also revealed that the use of song and movement had a positive impact and acted as a scaffold to support the acquisition of sight words of struggling learners in the class. v Table of Contents Abstract ............................................................................................................................v List of Figures ..................................................................................................................ix List of Tables ...................................................................................................................x Chapter 1: Introduction ....................................................................................................1 Story of the Question .................................................................................................3 Purpose Statement ......................................................................................................5 Statement of Research Problem and Question ...........................................................8 Organization of Thesis ...............................................................................................9 Chapter 2: Review of the Literature .................................................................................10 Introduction ................................................................................................................10 Theoretical Perspectives ............................................................................................11 Emergent Literacy ......................................................................................................12 Language Development ........................................................................................13 Phonological Awareness .......................................................................................13 Print Awareness ....................................................................................................14 Music and Learning ...................................................................................................15 Movement and Learning ............................................................................................18 Multisensory Learning ...............................................................................................20 The Performative .......................................................................................................22 Engagement................................................................................................................24 Conclusion .................................................................................................................26 Chapter 3: Research Design and Methodology ...............................................................27 vi Table of Contents (Continued) Introduction ................................................................................................................27 Context .......................................................................................................................27 Community ..........................................................................................................27 School ..................................................................................................................28 Classroom ............................................................................................................29 Students ................................................................................................................29 Research Design and Methodology .................................................................................31 Procedure of the Study ...............................................................................................32 Data Sources ..............................................................................................................34 Data Analysis .............................................................................................................36 Chapter 4: Findings ..........................................................................................................38 Introduction ................................................................................................................38 Revisiting the Study ...................................................................................................39 Increase in Sight Word Identification and Automaticity .................................................39 Increase in Motivation and Engagement While Learning Sight Words ..........................43 Song and Movement as a Scaffold to Support Struggling Learners ................................50 Joey ............................................................................................................................51 Isabella .......................................................................................................................54 Peter ...........................................................................................................................56 Lily .............................................................................................................................58 Summary of Data Analysis ..............................................................................................60 Chapter 5: Conclusions, Limitations, and Implications ...................................................62 vii Table of Contents (Continued) Conclusions ................................................................................................................62 Limitations .................................................................................................................65 Implications................................................................................................................65 References ........................................................................................................................68 Appendix A: Timeline for Sight Word Instruction ..........................................................72 Appendix B: Pre-and
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