The Effects of Musical Versus Traditional Instruction on Head Start English Language Learners
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2017-05-10
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Masters in Art and Teaching Special Education
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Masters in Art and Teaching
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Abstract
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.