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ERIC Number: ED561859
Record Type: Non-Journal
Publication Date: 2013
Pages: 54
Abstractor: As Provided
Reference Count: 64
Improving Student Reading Fluency Scores through Music
Huckabee, Jennifer Ellen
Online Submission
Due to the controversial nature of previous research it is unclear whether music has positive or negative effect on cognition. Previous studies tested different styles and tempos of music, and have found that songs with faster beats distract learning. There have been numerous studies and each study refutes another study. Research has been done on the effects of background noise and its effects on student learning where noise has been found to be a hinder on learning. In the classroom students that struggle with fluency on a daily basis and are being progressed monitored, teachers are constantly looking for new ways to help the students who struggle with fluency. This capstone was designed to examine how music affects fluency scores in a fourth grade classroom. The teacher in this classroom uses AimsWeb testing to monitor students' improvement in fluency throughout the school year. The students listened to music in their classroom on a daily basis when they were working. Each student was either identified as a visual learner or an aural learner. The writer used jazz music by Vince Guaraldi, from the Snoopy Soundtracks. Each song had a tempo of greater than 120 beats per minute but less than 140 beats per minute. This was a mixed study and used both qualitative data in the form of a learning styles inventory quiz, a reading/music interest survey, and an exit ticket sticky note, and quantitative data from the AimsWeb fluency testing scores. The following are appended: (1) Learning Styles Inventory Quiz; (2) Music/Reading Interest Survey; (3) AimsWeb Fluency Reading Probe Sample with Corrections; (4) Exit Ticket/Sticky Note.
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A