Abstract:
The work was a study to examine songs that aid reading among three selected kindergarten
schools in Agona Kwanyarko traditional area. It highlights songs that are appropriate for
teaching reading skills. Through convenience sampling and purposive sampling techniques, the
study used three selected kindergarten schools and collected 46 songs for analysis and
categorization for teaching specific elements of reading. The study was also rooted in the
cognitive development and multiple intelligence theories which gave birth to a conceptual model
for teaching reading with songs. It was found out that teachers use songs in their teaching
activities but not for enhancing reading skills. It is recommended that Music Educators prepare
adequate song books and run programmes for kindergarten teachers to enable them know the
basics in songs selection for use with regards to reading concepts.
Description:
A THESIS IN THE DEPARTMENT OF MUSIC EDUCATION, SCHOOL OF
CREATIVE ARTS, SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES,
UNIVERSITY OF EDUCATION, WINNEBA, IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF MASTER OF PHILOSOPHY, MUSIC
EDUCATION DEGREE
June 2016
