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Rock 'N Roll Therapy: Using Music to Teach Core Vocabulary


Source: convention.asha.org
Topic: Rock and Roll

Sort Desciption: Rock 'N Roll Therapy: Using Music to Teach Core Vocabulary. Gail M. Van Tatenhove. AACell Private Practice. Orlando, Florida, USA ...

Content Inside: Rock N Roll Therapy: Using Music to Teach Core Vocabulary Gail M. Van Tatenhove AACell Private Practice Orlando, Florida, USA J.K. Rowling, in Harry Potter and the Sorcerers Stone (1997) wrote "Ah, music. A magic beyond all that we do here!" All individuals, whether or not they have a disability, enjoy the magical benefits of music, such as stress reduction, relief of anxiety and depression, and even improved communication skills (Aldridge, 1995). The field of music therapy has documented many health benefits of music when therapeutic techniques are applied by trained music therapists. But "music is everybodys possession," said John Lennon, and music, particularly the lyrics of popular songs, can be a vehicle for learning core vocabulary and language. This session will demonstrate how music can be a powerful strategy for teaching core vocabulary and developing language skills. The guidelines presented in the session are based on procedures successfully implemented with 3 adolescent students, aged 14 – 17, over a 12 month period in speech therapy sessions and recreational times with their families. Each of these students was described as "passive" and "unmotivated" and was communicating significantly below language abilities and potential. However, each student loved to listen to the radio and CDs, therefore, music was selected as a motivating learning strategy. Specifically, musical lyrics would be used to (1) reinforce development of core vocabulary; (2) target key vocabulary deficits; and (3) strengthen specific language structures (e.g., verb phrase development). Language to Lyric Matching Vocabulary and language needs were identified based on monthly language samples collected through the Language Activity Monitor (Hill & Romich, 1999) and in face-to-face conversations. Words or language structures to be taught were identified based on a number of functional criteria, such as the frequency of use of ...



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