Abstract
This quasi-experimental study evaluated the effects of a supplementary preschool classroom music and movement curriculum on Head Start children's language skills. The curriculum consisted of sequenced music and movement activities conducted by outside interventionists. The evaluation compared the language skills of children attending either intervention or comparison classrooms. Results revealed that children receiving the intervention made greater gains in teacher-rated communication skills than children in the comparison group. Results for receptive language and phonological awareness indicated no significant differences between groups. These findings provide limited support for the beneficial effects of offering specialized music and movement curricula to preschool-age children.
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