children with whom they work with, welcoming input and information about their home music practices. Through such exchanges, the music therapist can promote awareness of how music and early reading work together not only to emphasize things like languagemusic parallels, tonality variations and pattern recognition, but also to increase confidence, incorporate familiar traditions, and deepen emotional value and meaningfulness. References Bolduc, J., & Fleuret, C. (2009). Placing music at the centre of literacy instruction [Monograph]. What Works? Research into Practice, 19, 1-4. Castro, R. G. (2001). Chicano folklore. New York: Oxford University Press. Cummins, J. (1991). Interdependence of first- and second-language proficiency in bilingual children. In E. Bialystok (Ed.), Language processing in bilingual children (pp. 70-89). Cambridge, UK: Cambridge University Press. Festa, N., Loftus, P., Cullen, M., & Mendoza, F. (2014). Pediatrics, 134(1), 162-168. Gest, S., Freeman, N., Domitrovich, C., & Welsh, J. (2004). Shared book reading and children’s language comprehension skills: The moderating role of parental discipline practices. Early Childhood Research Quarterly 19(2), 319–336. Kolb, G. (1996). Read with a beat: Developing literacy through music and song. The Reading Teacher, 50(1), 76-77. Morris, I. B. (2014). Music therapy to support a preschool transitional bilingual education program. imagine, 5(1), 90-94. Murphy, M. (2008). I like it when/me gusta cuando. San Diego, CA: Libros Viajeros. O’Donnell, J., & Kirkner, S. (2014). The impact of a collaborative family involvement program on Latino families and children’s educational performance. School Community Journal, 24(1), 211-234. Ortiz R., & Ordoñez-Jasis R. (2005). Leyendo juntos (reading together): New directions for Latino parents' early literacy involvement. Reading Teacher, 59, 110-121. Register, D. (2001). The eﬀects of an early intervention music curriculum on prereading/writing. Journal of Music Therapy, 38, 239-248.
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Register, D. (2004). The eﬀects of live music groups versus an educational children's television program on the emergent literacy of young children. Journal of Music Therapy, 41(1), 2-27. Rilinger, R. (2011). Music therapy for Mexican American children: Cultural implications and practice. Music Therapy Perspectives, 29(1), 78-85. Roberts, J., Jurgens, J., & Burchinal, M. (2005). The role of home literacy practices in preschool children's language and emergent literacy skills. Journal of Speech, Language, and Hearing Research, 48, 345-359. Schechter, J. (1999). Music in Latin American culture. New York: Schirmer Books. Standley, J., & Hughes, J. (1997). Evaluation of an early intervention music curriculum for enhancing prereading/writing skills. Music Therapy Perspectives, 15(2), 79-86. Tabors, P. (2008). One child, two languages: A guide for early childhood educators of children learning English as a second language (2nd ed.). Baltimore, MD: Paul H. Brookes Publishing. Villarreal, A. (1995). Parents as first teachers: Creating an enriched home environment. IDRA Newsletter, April 1995. Wessels, S., & Trainin, G. (2014). Bringing literacy home: Latino families supporting children’s literacy learning. Young Children, 69(3), 40-46. About the Author A music therapy clinician for over 30 years, Ilene "Lee" B. Morris lives and works in Suffolk County, Long Island, NY. Lee provides music therapy to young children and adolescents in special education settings and to patients of all ages in a community hospital and rehabilitation center. Contact: CLIMBmusictherapy@gmail.com
In this issue, over 70 authors from 12 countries share their dedication and passion for early childhood music therapy with imagine readers....