Author

Elena Pepe

Date of Award

8-24-2015

Document Type

Action Research Paper

Degree Name

Master Of Arts In Urban Education

Colleges & School

College Of Education And Leadership

First Advisor

Linda Gordy, PhD

Library of Congress Subject Heading

Word recognition; Music in education; Kindergarten

Abstract

The following study compared two strategies for teaching at-risk kindergarteners how to read and write grade-level high-frequency words: an experimental strategy using songs and movements and a traditional strategy using flashcards. The researcher hypothesized that the singing strategy would be more effective because the songs provided an additional cue for memorization and that students would be more motivated to learn in the singing condition. Ten students with below-grade-level literacy skills from one urban kindergarten classroom were randomly sorted into the conditions. Performance was measured using a Sight Word Reading Test, a Spelling Assessment, and a survey measuring attitudes towards literacy. The hypothesis was not accepted; however, participants did make significant gains and the experimental group performed slightly better than the control group, particularly in spelling.

Rights

Open Access

OCLC Number

931541470

Is this full-text open access?

1

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Education Commons

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