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A short term study of the effects of...

Kennedy, Lori C.

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A short term study of the effects of the Orff-Schulwerk musical approach on reading fluency and reading comprehension in second-grade students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A short term study of the effects of the Orff-Schulwerk musical approach on reading fluency and reading comprehension in second-grade students./
作者:	Kennedy, Lori C.
面頁冊數:	145 p.
附註:	Adviser: Joseph Parisi.
Contained By:	Masters Abstracts International45-06.
標題:	Education, Elementary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1444503
ISBN:	9780549052722

A short term study of the effects of the Orff-Schulwerk musical approach on reading fluency and reading comprehension in second-grade students.
Kennedy, Lori C.

A short term study of the effects of the Orff-Schulwerk musical approach on reading fluency and reading comprehension in second-grade students. - 145 p.

Adviser: Joseph Parisi.

Thesis (M.M.E.)--University of Missouri - Kansas City, 2007.

Students' scores in reading fluency and comprehension were tabulated and analyzed. Results indicated no significant differences (p<.05) in reading fluency and comprehension scores as a function of treatment conditions.

ISBN: 9780549052722Subjects--Topical Terms:

516171
Education, Elementary.

A short term study of the effects of the Orff-Schulwerk musical approach on reading fluency and reading comprehension in second-grade students.
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245 1 2 $a A short term study of the effects of the Orff-Schulwerk musical approach on reading fluency and reading comprehension in second-grade students.
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520 $a Students' scores in reading fluency and comprehension were tabulated and analyzed. Results indicated no significant differences (p<.05) in reading fluency and comprehension scores as a function of treatment conditions.
520 $a This study examined the effects of short-term participation in an Orff-Schulwerk musical experience on reading fluency and comprehension scores of second-grade students. Students (N=20) were randomly assigned to one of two groups: Group A (n=8) and Group B (n=12). Reading fluency and comprehension assessments were administered to both groups pre-experiment, mid-experiment, and post-experiment during each phase of the study. During phase one, Group A served as the experimental group and Group B served as the control group. The experimental condition included instruction before-school twice a week focusing on the Orff musical process for a total of 16 sessions. In phase two of the study, the two groups reversed treatment conditions and identical study procedures were followed.
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