The Effect of an Integrated Music Curriculum on Reading Achievement Outcomes of Kindergarten Students PDF Download
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Author: Tracy St. Clair
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ISBN:
Category :
Languages : en
Pages : 0
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Author: Tracy St. Clair
Publisher:
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Category :
Languages : en
Pages : 0
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Author: James C. Eaton
Publisher:
ISBN: 9781109838756
Category : Fourth grade (Education)
Languages : en
Pages : 198
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Integrated instruction is among the most widely discussed concepts in educational reform with resurgence during the past decade. Arts integration has become an area of great interest as schools discover the power of the arts when used as a catalyst for teaching across the curriculum. Recently, there has been an interest in determining whether music instruction would improve reading skills. Although there appears to be a positive relationship between music and reading abilities, research has not determined that integrated reading and music instruction improves reading achievement. Using a quasi-experimental approach, the researcher determined whether integrated reading and music instruction increased or decreased reading and music achievement. Two classes of fourth grade students in a suburban Maryland elementary school were randomly selected as the experimental and control groups. Thirty-seven students participated in the study. Fourteen females and five males received integrated reading and music instruction for twelve weeks during the final thirty minutes of the regularly scheduled reading instruction. The control group was comprised of nine males and nine females and only received music instruction during their final thirty minutes of their scheduled reading instruction. Reading and music achievement was measured prior to and after treatment. Pretest and posttest scores on the Scholastic Reading Inventory (SRI) and assessments from the music text book series, Spotlight on Music, were analyzed using the Statistical Package for the Social Sciences (SPSS). Results showed that an integrated approach positively affected fourth grade students' reading and music achievement. Continued research is warranted to enable educators to make decisions for integrating music and reading instruction. Developing measures of music achievement for integrated instruction, refining integrated content, and assessing learning within the integrated classroom continue as promising avenues for investigation.
Author: Amanda Wren
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 64
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The purpose of this study is to examine the effectiveness of Reading in Motion, a supplemental reading curriculum that aims to develop literacy from the kindergarten to third grade years. In kindergarten, the focus is developing phonemic awareness through the use of rhythm and rhyme. The 292 subjects are cross-sectional sample of kindergarten students who attended a public K- 8 school on the northwest side of Chicago over five instructional years. Their phonemic awareness levels are measured using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) at the beginning, middle, and end of the school year using two measures: Initial Sound Fluency (ISF) and Phoneme Segmentation Fluency (PSF). For the first three years, the school used a basal reading program in isolation and for the following two years, Reading in Motion was implemented as a supplement. When the ISF and PSF scores are compared to one another, there appears to be improvement to phonemic awareness levels, so a fixed-effects regression was applied that controlled for the year, race, economic status, language, and gender as well as a pooled regression analysis for the combined Reading in Motion years. Using this model, the results suggest a positive effect on phonemic awareness levels when Reading in Motion is implemented. This model also reveals that demographic factors are not significant factors.
Author: Carol A. Osborne
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 284
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Author: Don C. Lauder
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 288
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Author: Song An
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ISBN:
Category :
Languages : en
Pages :
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The purpose of the current research was to examine the effects of a sequence of classroom activities that integrated mathematics content with music elements aimed at providing teachers an alternative approach for teaching mathematics. Two classes of third grade students (n=56) from an elementary school in Southern California participated in the research. A random assignment pretest-posttest control group design was used to examine students' changes in mathematics content achievement and the disposition between the two groups. The students in the music group received music-mathematics integrated lessons. A quasi-experiment time series design with multiple pretests, mid-tests and posttests was utilized for investigating the effects of music-mathematics integrated lessons on students' mathematics process ability levels. The results demonstrated that the intervention of a series of music-mathematics integrated lessons had positive effects on the music group students. The findings showed that the music group students had statistically significantly higher scores on mathematics achievement, and mathematics dispositions after the intervention. Moreover, the music group students also showed statistically significant improvement on scores in the mathematics process abilities from pretests to posttests. The study results suggested that music, with its unique features, can be used as a resource for students to make these connections and also as a way for students to represent mathematics in alternative ways. The findings suggest that teachers should take advantage of the opportunities that music offers to help all students learn mathematics in challenging and enjoyable ways developing students' mathematics achievement, mathematical process ability, and mathematics dispositions.
Author: Kathy S. Houghton
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ISBN:
Category : Elmira College thesis
Languages : en
Pages : 74
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Author: Ruth E. Albright
Publisher:
ISBN:
Category : Interdisciplinary approach in education
Languages : en
Pages : 208
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Research indicates students who engage in music exhibit improved cognitive development. The quantitative study was conducted in a large suburban school district in Southeast Georgia. This study investigated the impact of music on student achievement when music is incorporated with the core academic subject of mathematics at the elementary level. This goal was accomplished by using a pretest-posttest control group design with a population of 51 third grade students and 51 fifth grade students through a series of analysis of covariance tests (ANCOVA). The t-test results showed statistically significant difference when comparing the experimental and control groups: t (26) = 6.11, p [greater than].000, t (23) = 3.73, p [greater than].001, t (26) = 6.01,p [greater than].000, t ((23) = 7.30,p [greater than].000. Analysis of Covariance (ANCOVA) was used with the data to answer Research Question 2. Both groups showed significant difference. White students in both the control and experimental group outperformed black students in the experimental and control groups, F (7, 94) = 5.47, p [greater than].000. In answer to Research Question 3, when comparing the high socioeconomic group to the low socioeconomic group we find that many of the low socioeconomic groups scored higher than the high socioeconomic status groups F(7,94) = 6.03, p [greater than] .000 . It is recommended that future studies incorporate a power analysis to ensure sufficient sample size. The findings benefit teachers and students by presenting data supporting how the use of baroque and classical music playing along with music integration into the math curriculum is an important role in increasing student achievement in mathematics.
Author: Lisa Baughman
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 160
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Author: Lara N. Ledvina
Publisher:
ISBN:
Category : Preschool music
Languages : en
Pages : 170
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Abstract: The purpose of this study was to compare the reading performance of kindergarten students receiving music and reading instruction with kindergarten students receiving reading instruction only. The students (N = 14) were enrolled in the Early Literacy Intervention Program (selection based on low reading abilities) during the 2005- 2006 and 2006-2007 school years at a suburban elementary school in central Ohio. The treatment group received one 30-minute music class per week. The subjects took literacy tests in the fall, winter, and spring. A repeated measures analysis of variance (ANOVA) was run to determine the effect of music education on literacy scores across all iterations of the dependent measure. While a significant main effect for test (p .001), and a significant interaction between treatment and test (p
