The literacy-enhancing potential of singing versus spoken language in public library storytimes: A text analytics approach

Abstract

Through analysis of the language, this study aimed to investigate the current practice of using songs in public library storytimes. Language interactions in 68 storytime programs involving 652 child participants were observed and transcribed. Then, textual analysis was conducted to examine the language of singing songs, focusing on how language used in singing songs differs from spoken language in storytime programs. Specifically, the study compared sentence and grammar structure between singing and non-singing language and explored how topics and themes covered in singing language compare with those of spoken language. In addition, the study examined singing accompanied by use of props and movements. The findings of this study indicate that the language of singing in storytime programs is rich; thereby, signaling the power of singing with young children as means to advance language development. Practical implications and strategies for maximizing integration of singing in storytimes and other informal learning activities for young children are discussed.

Singing in Preschool Promotes Literacy Development

“…According to Joo et al (2021), “From a very early age, children demonstrate a preference for singing over speech and a willingness to attend to sung language for longer durations than they are willing to attend to spoken language” (p. 2). This may be because songs present language in one of its most satisfying forms.…”