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Effects of an integrated reading and...

The University of North Carolina at Greensboro.

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Effects of an integrated reading and music instructional approach on fifth-grade students' reading achievement, reading attitude, music achievement, and music attitude.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of an integrated reading and music instructional approach on fifth-grade students' reading achievement, reading attitude, music achievement, and music attitude./
Author:	Andrews, Laura Jean.
Description:	266 p.
Notes:	Director: Patricia E. Sink.
Contained By:	Dissertation Abstracts International58-04A.
Subject:	Education, Elementary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9729987
ISBN:	9780591391503

Effects of an integrated reading and music instructional approach on fifth-grade students' reading achievement, reading attitude, music achievement, and music attitude.
Andrews, Laura Jean.

Effects of an integrated reading and music instructional approach on fifth-grade students' reading achievement, reading attitude, music achievement, and music attitude. - 266 p.

Director: Patricia E. Sink.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 1997.

Arts integration remains a popular trend in current educational practice. Using integrated music instruction to facilitate learning in other subject areas has attracted the attention of educators and researchers. Research findings regarding the nonmusic and music learning outcomes of integrated music instruction, however, remain inconclusive. The primary purpose of this study was to investigate effects of an integrated reading and music instructional approach on fifth-grade students' reading achievement, reading attitude, music achievement, and music attitude. Gender and music background (i.e., previous music training and home music environment) also were controlled as independent variables.

ISBN: 9780591391503Subjects--Topical Terms:

516171
Education, Elementary.

Effects of an integrated reading and music instructional approach on fifth-grade students' reading achievement, reading attitude, music achievement, and music attitude.
LDR:03742nmm 2200325 a 45 001 886463
005 20101007
008 101007s1997 ||||||||||||||||| ||eng d
020 $a 9780591391503
035 $a (UMI)AAI9729987
035 $a AAI9729987
040 $a UMI $c UMI
100 1 $a Andrews, Laura Jean. $3 1058160
245 1 0 $a Effects of an integrated reading and music instructional approach on fifth-grade students' reading achievement, reading attitude, music achievement, and music attitude.
300 $a 266 p.
500 $a Director: Patricia E. Sink.
500 $a Source: Dissertation Abstracts International, Volume: 58-04, Section: A, page: 1228.
502 $a Thesis (Ph.D.)--The University of North Carolina at Greensboro, 1997.
520 $a Arts integration remains a popular trend in current educational practice. Using integrated music instruction to facilitate learning in other subject areas has attracted the attention of educators and researchers. Research findings regarding the nonmusic and music learning outcomes of integrated music instruction, however, remain inconclusive. The primary purpose of this study was to investigate effects of an integrated reading and music instructional approach on fifth-grade students' reading achievement, reading attitude, music achievement, and music attitude. Gender and music background (i.e., previous music training and home music environment) also were controlled as independent variables.
520 $a Two intact groups of fifth-grade students served as subjects. One group (n = 29) received integrated reading and music instruction during biweekly reading classes; a second group (n = 29) did not receive integrated instruction during reading classes. There were 11 females and 18 males in each group. Prior to treatment, subjects' music backgrounds were assessed. Additionally, data were collected across subjects' pretreatment and posttreatment reading achievement, reading attitude, music achievement, and music attitude using the Vocabulary and Reading Comprehension subtests of the Iowa Tests of Basic Skills (1993), Elementary Reading Attitude Survey (McKenna & Kear, 1990), Silver Burdett Music Competency Tests, Book 5 (Colwell, 1979), and Music Attitudes Profile (Yoder-White, 1993).
520 $a Four null hypotheses were tested using a multivariate of analysis of variance. The effect of instructional approach on subjects' reading achievement, reading attitude, music achievement, and music attitude was significant $(p=.003).$ Integrated subjects' reading attitude $(p=.025)$ and music attitude $(p=.001)$ were significantly higher than nonintegrated subjects. Gender also significantly affected reading and music achievements and attitudes $(p=.041).$ Reading attitude $(p=.026)$ and music achievement $(p=.016)$ were most significantly differentiated by gender. No significant effects of music background and of interactions among the independent variables on the dependent variables were found $(p>.05).$
520 $a Based on results of this study, the researcher concluded that integrated instruction positively affected fifth-grade subjects' music attitudes and maintained more positive reading attitudes than nonintegrated instruction. Furthermore, reading and music achievements did not decrease when music learning was integrated into biweekly reading classes. To verify results of the current study, additional research on integrated reading and music instruction is warranted.
590 $a School code: 0154.
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Music. $3 1017808
650 4 $a Education, Reading. $3 1017790
690 $a 0522
690 $a 0524
690 $a 0535
710 2 $a The University of North Carolina at Greensboro. $3 1029687
773 0 $t Dissertation Abstracts International $g 58-04A.
790 $a 0154
790 1 0 $a Sink, Patricia E., $e advisor
791 $a Ph.D.
792 $a 1997
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9729987