Date of Award
Master of Music (MMUS)
The purpose of this study was to investigate the effects of different music activities on reading comprehension. Ninety-six third-graders (N=96) from an urban primary school were divided into three groups: a pitched group which played l½ octave metallophones reading pitched notation; a rhythm group which played non-pitched classroom percussion instruments reading non-pitched notation; and a control group which sang and reviewed familiar songs. The 24 treatment/control sessions were given by the music specialist/researcher during the first ten minutes of the regular music classes over a three month term. All groups underwent a pretest and posttest using the reading comprehension portion of the Gates-MacGinitie Reading Tests (3rd ed.) (1989), Forms K and L. Statistical analysis was conducted at p<.05. Results indicated that reading comprehension in the control and pitched treatment groups improved significantly in some of the comparisons and not in others. Pitch and gross motor cross-over activities were identified as possible influencing factors. Questions arose concerning how these results would compare with a longer study with more students or with other types of treatments such as a non-music treatment. More study was recommended.
Miller, Karen G., "Music reading activities using pitched and non-pitched percussion instruments and their effect on the general reading comprehension of third-grade students." (1997). Student Work. 2944.