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Music Classroom Time and Literacy Ab...

Bouchard, Jason S.

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Music Classroom Time and Literacy Abilities in Middle School Students, an Ex Post Facto Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Music Classroom Time and Literacy Abilities in Middle School Students, an Ex Post Facto Study./
Author:	Bouchard, Jason S.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	220 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10285335
ISBN:	9781369826821

Music Classroom Time and Literacy Abilities in Middle School Students, an Ex Post Facto Study.
Bouchard, Jason S.

Music Classroom Time and Literacy Abilities in Middle School Students, an Ex Post Facto Study. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 220 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2017.

The fundamental concepts in music learning theory have a commonality between the concepts, skills, and abilities found in literacy theory. A number of educational experiments, research, studies, and articles show how, through music, literacy is improved. The study of music classroom time, in middle school students, and the effect on the literacy abilities of those students, specifically, phonological and phonemic skills and abilities developed an understanding of the amount of time spent in a music classroom plays in the development of literacy skills and abilities. The purpose of the quantitative ex post facto case study was to study phonological and phonemic development through the amount of time spent in music on pitch and rhythmic discrimination skills and abilities in middle school students. A quantitative methodology using middle school students in sixth grade from the 2011/2012 and the 2012/2013 school year was used for the research study. The students were sixth grade middle school students who received a threefold increase in their music instruction and how their phonological and phonemic abilities and skills were influenced by the amount of time spent in the music classroom. The classes had a racial makeup of 70% White, 20% African American, and 10% Hispanic. The collection of data used the Gates standardized assessment that measured the growth of the students. The data from the study was then be compared to the Gates score from the 2011/2012 where the students received 1280 minutes of instruction on music to the 2012/2013 where the students received 4410 minutes of instruction in music class during the school year. The participants of this research project were middle school students' ages ten to twelve years old. The results of the study was there was not an increase in the phonological or phonemic skills and abilities of sixth grade middle school students who received a threefold increase in classroom music time.

ISBN: 9781369826821Subjects--Topical Terms:

3168367
Music education.

Music Classroom Time and Literacy Abilities in Middle School Students, an Ex Post Facto Study.
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