ERIC Number: ED575440
Record Type: Non-Journal
Publication Date: 2017
Pages: 103
Abstractor: As Provided
ISBN: 978-1-3696-1458-9
ISSN: N/A
EISSN: N/A
Teacher Perceptions of Music as a Supplemental Teaching Method for Reading and Literacy
Monroe, Ronald J.
ProQuest LLC, D.Ed. Dissertation, Capella University
Supplemental instructional methods are needed to help students achieve grade-level proficiency in reading and literacy in inner-city elementary schools. Teachers employ music concepts and skills during literacy instruction as a motivator for students to acquire proficiency in literacy and reading. Interviews, informal observations and focus group discussions were used to gauge teacher perception of music as a supplemental teaching method. Study results indicate teacher's perceptions of music as a supplemental teaching method for improving reading and literacy were favorable. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: Teacher Attitudes, Music, Reading Instruction, Literacy Education, Teaching Methods, Urban Schools, Elementary School Students, Music Activities, Reading Improvement, Reading Achievement, Interviews, Observation, Focus Groups
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A