For over thirty years, children have been singing Out of the Ark songs, and we’ve witnessed just how powerful they can be. When lyrics and melody come together in a winning combination, they capture the imagination, spark curiosity, extend vocabulary, and help children make sense of themselves and the world around them.  

Song lyrics are also one of the most accessible texts children come across every day, both at home and in school.  

Research reported by the Literacy Trust tells us:   

• 3 in 4 (73.6%) 8 to 18s read lyrics on paper and/or screen at least once a month. 
• Almost 3 in 4 (72.5 % reluctant readers read lyrics at least once a month. 
• Song lyrics were the only reading format that was enjoyed similarly by those who did (75%) and did not (72.5%) enjoy reading.  
• Writing song lyrics is also popular with 8-11 years – more than 1 in 4 reporting that they wrote them on a regular basis.  

These statistics suggest it’s well worth exploring how age-appropriate songs and lyrics, such as those in Sparkyard, can provide a creative ‘way in’ to reading and could offer something new to try in our classrooms during this National Year of Reading. 

What’s so special about songs and music? 

First of all, we know that listening and playing music can light up nearly every region of the brain. These activities activate the body’s motor system, boost attention, improve cognitive function, and reduce stress. Put simply, musical activity gives the brain a brilliant work out!  

We also know that when musical activity begins in the early years, through learning songs and rhymes, it helps children develop an ear for language, building their phonological awareness and developing vocabulary.  

If you’re working with this age group and keen for fresh inspiration, why not join us for our Cup of Tea CPD workshop, Rhythm, Rhyme, Repeat? It’s a great way to start exploring what’s available in Sparkyard to support you. We’ll explore ideas for helping children get playful with songs as they sing –  inventing new lyrics, experimenting with nonsense vocabulary and creating vocal sound effects. We’ll also take a look at our Pictures, Poems And Percussion resources and share tips for bringing children closer to the language through sound and movement.  

Songs as text  

Singing slows language down which means that if the song we are working on introduces unfamiliar vocabulary, it is reinforced naturally every time it is sung. As well as this, a song invites curiosity. Start thinking about a song as a text and model curiosity when you introduce it: What do the lyrics mean, why did the songwriter choose that word and what kind of mood is conveyed in this line of music? Are there any lines that really stand out for the children and why? Perhaps it is the rhyme, repetition, humour, a strong image, a surprising word or a shift in the melody?  

Themes and connections 

Songs also provide a springboard for exploring messages and themes (for example, kindness, courage, friendship, perseverance) and these can be linked to the stories and books the children are reading at home or in class.  

• Our new Aesop’s Fables series and the Song & Story mini-musicals are well worth exploring here, the playscript and songs providing a creative approach to introducing these much-loved tales.    

A song a week 

Acknowledge that song lyrics form part of a varied reading diet, and consider sending a song home for children to sing and explore. In Sparkyard, Share Links makes this job super easy and the children will gain access to the Words On Screen™ lyrics to use at home for 2 weeks. They could share the song with their families, and if you’re looking to promote reading for pleasure, why not take a look at the curriculum link ideas on our Sparkyard song pages to inspire a fun, follow-up activity? Many of these could be adapted for use at home alongside the song.  

A song to settle 

‘Children are made readers on the laps of their parents’ is a famous quote by author Emilie Buchwald and just highlights the role that a supportive environment plays in encouraging reading. For more reluctant readers, signalling ‘reading time’ with a song can be a great way to settle children and will also help alleviate any stress that may have become associated with the activity. The selected song (such as I Like Books! or In My Book) could be about reading, but choosing one that is a particular hit with the child or class may feel more personal.  

Bridge the gap  

The theme of the National Year of Reading 2026 is ‘Go All In’, encouraging us to ‘read into’ the things we are passionate about. Select songs around themes of interest (check out our National Year Of Reading - Go All In blog for inspiration) or perhaps involve children in choosing the songs to explore together. You could even compile a playlist as chosen by the class and have fun dipping into it over the course of a school year.  

Music tells stories 

Don’t forget that music can tell a story and there is much to gain from children simply listening to a piece of music and being encouraged to describe or respond to the narrative they hear. This can be achieved through discussion, but responding through drama, dance and artwork is also effective. Take a look at this Year 2 child, describing the character they imagined after listening to ‘The Hut on Fowl’s Legs’ from Pictures At An Exhibition by Mussorgsky.  

We’d love to hear how you use songs and music in your classrooms to promote a love of reading! Please do get in touch with your thoughts and suggestions.