Browsing by Subject "Elementary"
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Item The Impact Active Listening Skills Has [sic] On Opinion Writing(2016-07) Turk, Kenzie; Hecht, Allison; Gallo, Susan; Masters of EducationThis study examined whether active listening skill instruction impacts opinion writing performance among fourth grade music class students. The study used a convenience sample of two intact pre-existing classes. The Active Listening group (n = 25) was given explicit instruction and practice in active listening skills with most activities related to three musical compositions. The Control group (n = 24) listened to the three musical compositions the same number of times but participated in typical classroom learning activities. The intervention took place during 10 weekly music class sessions. After the intervention, the students wrote opinion essays in which they identified their favorite of the three compositions and provided supporting evidence. The essay content was structured and students revised their work. They had 4 sessions to complete their essays. Essays were scored using a researcher created grading rubric. The Control group's mean Opinion Writing Assignment score (Mean = 25.35, SD = 7.16) did not differ significantly from the Active Listening group's mean score (Mean = 25.72, SD = 8.09) [t(46) = .17, p = .87].While there was not a significant difference between the writing scores, observational data suggested that the intervention had positive outcomes such as greater student engagement and that further research appears warranted. Implications and ideas for future research are discussed.Item The Relationship Between Instrumental Music Instruction and Reading Achievement in Third, Fourth, and Fifth Grade Students(2014-07) Supko, Paige W.The purpose of this study was to compare reading performance among third, fourth, and fifth grade students who participated in instrumental music instruction with performance of those who did not participate in instrumental music instruction. The measurement tool for reading performance was the Fountas and Pinnell Benchmark Assessment, 2nd edition. This study used a pretest/posttest design to compare reading level data from October 2013 to reading level data from May 2014 for students participating or not participating in instrumental music instruction. Students participating in band and strings performed significantly better than those who did not, though results could be attributable to a number of factors. Research in the area of music instruction’s benefits to reading performance should continue to better determine the amount and type of instruction that is most useful as well as the specific ways in which music can improve student performance.