February 26-28, 2017 • Atlanta, GA


  |  Using Music and Movement to Support School Readiness Skills in Preschool Children with Hearing Loss

Using Music and Movement to Support School Readiness Skills in Preschool Children with Hearing Loss

Researchers and therapists have long been intrigued by the potential of musical activities in childhood to facilitate the development of literacy skills. Theorists have speculated that language, reading, and music overlap in meaningful structural and functional ways that extend well beyond a simple association with audition (Patel, 2014; Tierney & Kraus, 2014) and suggest that these abilities may be scaffolded by the skills acquired through sharing or making music. There have been some investigations of those aspects of childhood music and movement exposure that may help to scaffold development in the areas of phonological awareness (Kraus & Chandrasekaran, 2010; Moritz, et al, 2013), vocabulary, and social skills (Gerry, Unrau & Trainor, 2012). There is, unfortunately, a paucity of research on the potential benefits of music activities for children with hearing loss (HL). Since recent advances in hearing technology for this population now provides them with access to both spoken language and music, the potential benefits of the use of music is now becoming an innovative and exciting focus for research. The goal of this quasi-randomized experimental intervention study proposal is to examine the impact of the addition of music and movement to traditional listening and spoken language therapy for preschool children with HL. Participants will be matched and placed into a music and movement group, a craft-based group, or a control group. Pre- and post-intervention assessments focusing on outcomes in the areas of speech, language, pre-literacy, audition, balance, and social skills will be completed. With evidence to support the benefits of music and movement, it is hoped that practitioners will be encouraged to incorporate these elements into best practices for children with HL. Such evidence would also contribute to the development of resources guiding practice in how to best prepare this population for success in integrated classroom settings.

  • Participants will be able to list areas of develop that may be supported by the use of music and movement.
  • Participants will have an understanding of the challenges for children with hearing loss inherent in an integrated classroom and discuss how music might be used to scaffold success.
  • Participants will be able to discuss strategies to incorporate music into their therapy or classrooms to support development.


Handout is not Available

CART transcripts are NOT YET available, but will be posted shortly after the conference


Glynnis DuBois (), University of Toronto, glynnis.dubois@mail.utoronto.ca;
Glynnis DuBois is a PhD student in the Childhood Hearing Loss Lab at the University of Toronto. She is a clinician both in the community and in hospital settings as well as a dance instructor. Glynnis has undergraduate degrees in Nursing and Psychology and a Clinical Master’s degree in Health Sciences from the University of Toronto. She also completed a post-graduate diploma in Auditory-Verbal Studies at the University of Ottawa. Her research area of interest is the development of strategies to support the development of school-readiness skills in preschool children entering an integrated classroom setting.


Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.