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Music teachers' perceptions: The rol...

Holmberg, Susan D.

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Music teachers' perceptions: The role of music education in early literacy.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Music teachers' perceptions: The role of music education in early literacy./
作者:	Holmberg, Susan D.
面頁冊數:	216 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: .
Contained By:	Dissertation Abstracts International71-10A.
標題:	Education, Early Childhood. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3419577
ISBN:	9781124196268

Music teachers' perceptions: The role of music education in early literacy.
Holmberg, Susan D.

Music teachers' perceptions: The role of music education in early literacy. - 216 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: .

Thesis (Ph.D.)--Kansas State University, 2010.

In the wake of No Child Left Behind Act (U.S. Department of Education, 2006), educational reforms focused on providing students with effective systematic instruction in reading skills have become a nationwide concern. Report findings from the National Reading Panel (National Institute of Child Health and Human Development, 2000), indicate the establishment of a high quality comprehensive reading curriculum must include the five key components of phonemic awareness, phonics, fluency, vocabulary, and comprehension to improve reading achievement. These essential elements, with emphasis on phonemic awareness and phonics skills beginning in pre-kindergarten, are instrumental in the acquisition of early literacy development.

ISBN: 9781124196268Subjects--Topical Terms:

1017530
Education, Early Childhood.

Music teachers' perceptions: The role of music education in early literacy.
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245 1 0 $a Music teachers' perceptions: The role of music education in early literacy.
300 $a 216 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: .
500 $a Adviser: Jana R. Fallin.
502 $a Thesis (Ph.D.)--Kansas State University, 2010.
520 $a In the wake of No Child Left Behind Act (U.S. Department of Education, 2006), educational reforms focused on providing students with effective systematic instruction in reading skills have become a nationwide concern. Report findings from the National Reading Panel (National Institute of Child Health and Human Development, 2000), indicate the establishment of a high quality comprehensive reading curriculum must include the five key components of phonemic awareness, phonics, fluency, vocabulary, and comprehension to improve reading achievement. These essential elements, with emphasis on phonemic awareness and phonics skills beginning in pre-kindergarten, are instrumental in the acquisition of early literacy development.
520 $a The purpose of this qualitative study was directed toward better understanding first grade general music teachers' perceptions of the role of music education in the attainment of early literacy. Using a multi-site case study design to examine and present an analysis of nine public elementary school music educators from across a Midwestern state, each of which used one of the three elementary general music series currently published, resulted in this collective case study. Data indicated parallels focused on the five key reading components between music and language literacy development processes, with particular emphasis on aural discrimination skills to phonemic awareness. Further findings described the sequential sound before symbol pedagogical practice of music literacy development from the perspective of the nine general music educators to be similar to early reading skills progressions, as they experienced equivalent learning processes. Implications for the educational community and suggestions for further research were discussed.
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650 4 $a Education, Music. $3 1017808
650 4 $a Education, Elementary. $3 516171
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710 2 $a Kansas State University. $b Curriculum and Instruction. $3 1043547
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790 1 0 $a Fallin, Jana R., $e advisor
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790 1 0 $a Curtis, Laurie $e committee member
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