Vocabulary knowledge in the primary grades predicts later reading comprehension and academic success. For young children, low initial knowledge about academically-valued words at school entry can serve as a barrier to accessing text and sustaining reading achievement in school. Many studies focus on direct vocabulary instruction and shared book reading as the primary context for fostering preschool children's word learning, but few explore songs as a context for building minoritized preschool children's knowledge about words. Using a within-subject design, we investigated children's word learning from songs. Words were taught with picture cards-only, a song that was sung with a melody, and a song that was rhythmically spoken with no melody. Vocabulary knowledge was measured using a receptive task and a productive definitional task that assessed children's depth of word knowledge. We found that on the receptive measure, children's word learning did not vary across picture card-only instruction and instruction with sung and rhythmically spoken songs. However, both types of songs led to significantly greater gains in children's depth of word knowledge compared to words taught with picture cards-only. The findings of this study contribute to an understanding of whether songs, and specific features of songs, affect preschool children's word learning.

小学年级的词汇知识预示着以后的阅读理解和学业成功。对于年幼的孩子来说，入学时对具有学术价值的词汇的初步了解可能会成为获取课文和维持学校阅读成绩的障碍。许多研究都将直接词汇教学和共享书籍阅读作为促进学龄前儿童单词学习的主要环境，但很少有人探索将歌曲作为构建少数学龄前儿童单词知识的环境。使用学科内设计，我们调查了儿童从歌曲中学习单词的情况。单词只用图卡教，一首有旋律的歌曲，一首没有旋律的有节奏的歌曲。词汇知识是使用接受性任务和评估儿童单词知识深度的生产性定义性任务来衡量的。我们发现，在接受性测量上，儿童的单词学习在只有图片卡的教学和有节奏的歌曲朗诵的教学中没有变化。然而，与仅用图片卡教授的单词相比，这两种类型的歌曲都显着提高了儿童的单词知识深度。这项研究的结果有助于了解歌曲和歌曲的特定特征是否会影响学龄前儿童的单词学习。然而，与仅用图片卡教授的单词相比，这两种类型的歌曲都显着提高了儿童的单词知识深度。这项研究的结果有助于了解歌曲和歌曲的特定特征是否会影响学龄前儿童的单词学习。然而，与仅用图片卡教授的单词相比，这两种类型的歌曲都显着提高了儿童的单词知识深度。这项研究的结果有助于了解歌曲和歌曲的特定特征是否会影响学龄前儿童的单词学习。