Date of Award

Fall 9-2014

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Jill Hutcheson

Second Advisor

Dr. Sherrie Wisdom

Third Advisor

Dr. Joseph Alsobrook

Abstract

At the time of this study, school districts in the United States faced challenges relative to educational accountability, especially in the areas of language arts and mathematics. Research suggested that music held the potential to bolster student engagement and academic achievement to improve reading outcomes for students. An integrated music curriculum was designed and implemented by the researcher to support reading achievement in a Midwestern, suburban elementary school. The purpose of this counterbalanced research design was to examine the effect of an integrated music curriculum upon the reading achievement of kindergarten students. The lesson framework included brain-based and active listening warm-ups, the presentation of literature, an Orff-Schulwerk activity and literacy centers. Quantitative methods were used to answer four hypotheses statements including t-tests for difference in means, z-tests for difference in means, a chi-square tests for difference in variance, and an analysis of variance to determine the effects of the integrated music curriculum. Although the quantitative results for three of the null hypotheses were not statistically significant, there were observable changes in the children’s motivations and attitudes toward reading. Student growth in the content area of music was shown to be significant. The researcher concluded that music as a content area was valuable on its own, but could also make learning more powerful when utilized in reading instruction and other content areas. The new information gained from this study may help readers find effective ways of using music to enhance reading achievement.

Rights

Copyright 2014

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