ERIC Number: EJ1172181
Record Type: Journal
Publication Date: 2018-Apr
Abstractor: As Provided
The Relationship of Pitch Sight-Singing Skills with Tonal Discrimination, Language Reading Skills, and Academic Ability in Children
Reifinger, James L., Jr.
Journal of Research in Music Education, v66 n1 p71-91 Apr 2018
This study investigated correlates that might explain variance in beginning sight-singing achievement, including tonal discrimination, reading fluency, reading comprehension, and academic ability. Both curriculum-based and standardized tests were used, including the Intermediate Measures of Music Audiation, Otis-Lennon School Ability Test, and Dynamic Indicators of Basic Early Literacy Skills. Sight-singing ability of second-grade students (N = 170) was individually assessed for pitch accuracy only using four-note tonal patterns following a 16-week instructional period and again 8 weeks later following a period of no practice. A factor analysis explained 62% of the variance across 13 variables, revealing correlated factors of Music Ability, Reading Ability, and Academic Ability. Regression analyses with individual variables as predictors indicated that significant variance in sight-singing achievement beyond that explained by pitch matching ability could be explained by reading comprehension ability. Similar results were found with both sight-singing tests. Findings are discussed in relation to Patel's shared syntactic integration resource hypothesis and the need to advocate for music education programs.
Descriptors: Academic Ability, Reading Skills, Children, Singing, Grade 2, Reading Fluency, Reading Comprehension, Music Reading, Music, Music Education, Elementary School Students, Emergent Literacy, Reading Tests, Correlation, Intonation, Regression (Statistics), Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Otis Lennon School Ability Test; Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A