Arts-Based Research

In my field, literacy instruction, the need for new and effective methods for teaching reading strategies to at-risk early childhood learners is ever pressing!

We do know most early childhood specialist also recognize the importance the role that music can play in a child’s learning.

We also know struggling at-risk early childhood learners benefit from gestures when added to language instruction.

Another known fact is that most educators believe is that at-risk students learn more effectively when given visuals cues and prompts.  

In addition, lyrical verse such as nursey rhymes, for example, have been an intrigal part of language acquisition in many cultures.

Although we know much about these topics in isolation, I have not found any studies that research these topics collectively.  

 Will explicit instruction in metacognitive strategies taught through music, gesture, visual cues and lyrical verse effect self-efficacy and, consequently, increase self-correction ratios in at-risk early childhood learners?