1. Reading games.
a.
matching cards,
b. read the word,
c. find the word
d. read-and-do
2. Writing games.
a. crossword puzzles,
b. the magician’s game,
c. decoding game.
CHAPTER III
1. The description of the research. Music can create and activate "prior
knowledge”. We learn most effectively when we already know something about a subject. Even a little knowledge about a subject makes it easier to acquire and digest new information on that subject. Prior knowledge provides "hooks" on which students can attach new material. When students are able to link new information to the old, they show increased interest in a subject. They can learn with a sense of purpose.
Music is an enjoyable way to provide the base of prior knowledge that is so critical to
learning. After singing songs in English, a Polish-speaking child will recognize words as he studies English language and culture, increasing his ability and his interest.
Music can be used to provide an introduction to, and stimulate interest in, subjects across the curriculum. As one''s base of prior knowledge grows, interest and learning become easier, and a positive cycle is established.
The use of music in the classroom is consistent with theories of multisensory learning. Cognitive psychologists have confirmed what educators have long known -- that we have a variety of different, but mutually enhancing, avenues to learning. Music is one such avenue.
Research suggests that the more senses we use, the deeper and broader the degree of learning. Teachers are encouraged to use auditory, visual, kinesthetic, and tactile modes to supplement the learning experience. While music is obviously an auditory activity, the kinesthetic, visual, and tactile modalities can be activated via clapping, dancing, and instrument playing.
Music can help focus a learner''s attention. Again, research is confirming what intuitive teachers have always known.
Music can function as a mnemonic device to aid recall of information. Just as we might use the expression, "In fourteen hundred and ninety-two, Columbus sailed the ocean blue." to jog our memories, we can use song to augment our recollection of facts.
It is easier, and a lot more fun to rehearse song than text! Music and song stimulate creativity and foster a positive attitude towards school.
The successful acquisition of reading and writing in early childhood depends on a solid background in oral language skills. What better way to gain knowledge and confidence in oral language than through music? Oral language is an interactive and social process, and music is a natural way for children to experience rich language in a pleasurable way.
Young children seem to be naturally "wired" for sound and rhythm. Besides providing enjoyment, music can play an important role in language and literacy development. Strong social bonds are encouraged through music and songs beginning in preschool. Toddlers can begin to expent with grammatical rules and various rhyming patterns in songs and other written text.
Establishing a sense of rhythm can be used to increase a student''s awareness of rhyming patterns and alliteration in other areas of reading and writing. Through music, memory skills can be improved, and aural discrimination increased. Music can focus the mind on the sounds being perceived and promote learning through an interactive process. It is important in teaching early childhood students to be conscious of auditory and discrimination skills. Music and songs help increase these listening skills in a fun, relaxed manner. Listening skills are the key in singing, language and expressive movement, and later reading and writing.