The Effects of Musical Versus Traditional Instruction on Head Start English Language Learners
MetadataShow full item record
Type of Work28 pages
action research papers
DepartmentMasters in Art and Teaching Special Education
ProgramMasters in Art and Teaching
RightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email firstname.lastname@example.org.
Education -- Research papers (Graduate).
This study examined the effects of explicit phonemic instruction taught through traditional versus musical methods of instruction on 104 Head Start English Language Learners (ELL). Students’ phonemic awareness was measured using the Work Sampling System. Observations were taken on the students to track their development in the area of phonemic awareness to determine which instructional method musical, or traditional, would impact ELL students’ knowledge of phonemic awareness. Results suggest that students who received musical phonemic instruction received a higher proficiency rating than those of the students who received traditional phonemic instruction.