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ERIC Number: ED405548
Record Type: Non-Journal
Publication Date: 1997-May
Pages: 62
Abstractor: N/A
Reference Count: N/A
Developing Musical/Rhythmic Intelligence To Improve Spelling Skills.
Botwinick, Jill
A study examined whether listening to any music or to a particular type of music would have an effect on the spelling scores of first-grade students. Subjects were 19 first graders from the Edison, New Jersey, public school district. The study hypothesis was that no significant difference would exist between scores on spelling tests of students when they listen to music just prior to receiving instruction in the spelling of phonetically generalized words, whether that music be classical music (Mozart), baroque music (Vivaldi), or symphonic music using Disney theme songs rearranged in the styles of the composers from other periods. For the next 4 2-week periods, students received daily instruction: during the first period, no musical component was added; the next 3 2-week periods, 10 minutes of listening to music was added. Students were tested at the end of each 5-day cycle. Results indicated that data supported the study's hypothesis but, while listening to music prior to spelling instruction showed a statistically insignificant gain, there was greater achievement when they listened to Mozart than when they listened to Vivaldi or to symphonic versions of Disney themes. Findings suggest that anecdotal records, however, show that student motivation and interest were increased when a musical listening period was provided prior to spelling lessons, indicating that music has a facilitative effect upon learning. (Contains 6 tables of data; related research and 63 references are appended.) (CR)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A