本研究以兒歌旋律的音高與節奏的設計為獨立變項，幼兒的語文理解為依變項，探討兒歌旋律的不同設計方式是否會影響幼兒對歌詞的理解。本研究由研究者親自創作兒歌的正確版和錯誤版，並使用「語句變化技術」編制自製評量工具進行幼兒的語文理解施測，分別作為音高和節奏兩種實驗情境的工具。依音高和節奏的實驗情境，本研究採量化資料分析方法，以單因子變異數分析考驗不同的兒歌旋律設計，色括音高和節奏，對幼兒語文理解之影響。研究結果發現(1)兒歌旋律的不同音高設計會顯著影響幼兒對歌詞意義的理解(p=0.004)；(2)兒歌旋律的不同節奏設計對幼兒而言，不會影響他對歌詞意義的理解。最後本研究總結，兒歌創作者需對歌詞的音高作出正確的選擇，有助於幼兒正確理解歌詞的意義，但是建議可大膽設計旋律。

This study examines the effect of different melody designs for children's songs on preschoolers' language comprehension. The dependent variable in this study is the language comprehension score obtained by the preschoolers. Pitch and tempo differences of the melody designs for the children's songs are the independent variables. Two experimental designs are conducted separately for examining the effects of right/wrong pitches and the right/wrong tempos on the preschoolers' understanding to the song scores. The researcher is able to design two versions (right or wrong) of the pitch for one song as well as two versions (right or wrong) of the tempo for another song. In addition, according to the literature review, an instrument can be easily developed by the researcher by using Sentence Variation Technique to measure the children's language comprehension. As the data collection is completed, ANOVA is conducted to analyze the preschoolers' obtained scores in different experimental designs. As a result, the study finds that: (1) Pitch differences of the melody designs for the children's songs have significant differences on the preschoolers' obtained language comprehension scores; (2) Tempo differences of the melody designs for the preschoolers have no effect on their language comprehension. Finally, this study concludes that children's song composers must accurately design the right pitch for the lyrics of the children's songs. Thus, the preschoolers are able to effectively comprehend song lyrics. It is also suggested that the composers can be brave enough to design special tempos for the children's songs.