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The effect of sight-reading instruct...

Barlar, Nancy Elizabeth.

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The effect of sight-reading instruction on the language reading fluency and music sight-reading ability of middle school band students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The effect of sight-reading instruction on the language reading fluency and music sight-reading ability of middle school band students./
作者:	Barlar, Nancy Elizabeth.
面頁冊數:	109 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page: 1584.
Contained By:	Dissertation Abstracts International71-05A.
標題:	Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3405960
ISBN:	9781109726152

The effect of sight-reading instruction on the language reading fluency and music sight-reading ability of middle school band students.
Barlar, Nancy Elizabeth.

The effect of sight-reading instruction on the language reading fluency and music sight-reading ability of middle school band students. - 109 p.

Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page: 1584.

Thesis (D.M.A.)--Boston University, 2010.

The purpose of this study was to determine whether a music sight-reading program would affect the language reading fluency levels and music sight-reading abilities of students enrolled in band in middle school. Music reading and language reading share similar visual and aural tasks that are part of the essential decoding process (Hansen, Bernstorf, & Stuber, 2007). The sight-reading process in both types of reading also requires similar eye movements and the use of structural units for fluency (Sloboda, 1985; Register, Darrow, Standley, & Swedberg, 2007). Researchers have found that sight-singing can impact language reading fluency levels, but there is minimal research on possible connections between instrumental sight-reading and language reading fluency (Biggs, Dedrick, & Homan, 2005, 2006).

ISBN: 9781109726152Subjects--Topical Terms:

516178
Music.

The effect of sight-reading instruction on the language reading fluency and music sight-reading ability of middle school band students.
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245 1 4 $a The effect of sight-reading instruction on the language reading fluency and music sight-reading ability of middle school band students.
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500 $a Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page: 1584.
500 $a Adviser: Diana R. Dansereau.
502 $a Thesis (D.M.A.)--Boston University, 2010.
520 $a The purpose of this study was to determine whether a music sight-reading program would affect the language reading fluency levels and music sight-reading abilities of students enrolled in band in middle school. Music reading and language reading share similar visual and aural tasks that are part of the essential decoding process (Hansen, Bernstorf, & Stuber, 2007). The sight-reading process in both types of reading also requires similar eye movements and the use of structural units for fluency (Sloboda, 1985; Register, Darrow, Standley, & Swedberg, 2007). Researchers have found that sight-singing can impact language reading fluency levels, but there is minimal research on possible connections between instrumental sight-reading and language reading fluency (Biggs, Dedrick, & Homan, 2005, 2006).
520 $a The current study was undertaken to determine the effect of a sight-reading program on language reading fluency and music sight-reading ability. Two intact middle school band classes were randomly assigned to function as the experimental group and the control group in this study. Florida Department of Education oral reading fluency exams and the Watkins-Farnum Performance Scale, Form A and B for sight-reading ability were administered to all students (N=55) at the beginning and end of data collection. The experimental group experienced a 14-week sight-reading program during the interim. Analysis of Covariance was used to check for differences between the groups' reading fluency and sight-reading posttest scores using pretest scores as the covariate. No significant difference was found between the oral reading fluency posttest, F (1, 28) = .16, p = .69, scores of the control and experimental groups. No significant difference was found between the music sight-reading posttest level scores, F(1, 45) = 1.78, p = .19, of the experimental and control groups. A significant, positive correlation (r = .61, p = .000) was found between the oral reading fluency and music sight-reading posttest scores of all participants.
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