LEADER 00000nam  2200337   4500 
001    AAI3405960 
005    20111114142530.5 
008    111114s2010    ||||||||||||||||| ||eng d 
020    9781109726152 
035    (UMI)AAI3405960 
040    UMI|cUMI 
100 1  Barlar, Nancy Elizabeth 
245 14 The effect of sight-reading instruction on the language 
       reading fluency and music sight-reading ability of middle 
       school band students 
300    109 p 
500    Source: Dissertation Abstracts International, Volume: 71-
       05, Section: A, page: 1584 
500    Adviser: Diana R. Dansereau 
502    Thesis (D.M.A.)--Boston University, 2010 
520    The purpose of this study was to determine whether a music
       sight-reading program would affect the language reading 
       fluency levels and music sight-reading abilities of 
       students enrolled in band in middle school. Music reading 
       and language reading share similar visual and aural tasks 
       that are part of the essential decoding process (Hansen, 
       Bernstorf, & Stuber, 2007). The sight-reading process in 
       both types of reading also requires similar eye movements 
       and the use of structural units for fluency (Sloboda, 
       1985; Register, Darrow, Standley, & Swedberg, 2007). 
       Researchers have found that sight-singing can impact 
       language reading fluency levels, but there is minimal 
       research on possible connections between instrumental 
       sight-reading and language reading fluency (Biggs, Dedrick,
       & Homan, 2005, 2006) 
520    The current study was undertaken to determine the effect 
       of a sight-reading program on language reading fluency and
       music sight-reading ability. Two intact middle school band
       classes were randomly assigned to function as the 
       experimental group and the control group in this study. 
       Florida Department of Education oral reading fluency exams
       and the Watkins-Farnum Performance Scale, Form A and B for
       sight-reading ability were administered to all students 
       (N=55) at the beginning and end of data collection. The 
       experimental group experienced a 14-week sight-reading 
       program during the interim. Analysis of Covariance was 
       used to check for differences between the groups' reading 
       fluency and sight-reading posttest scores using pretest 
       scores as the covariate. No significant difference was 
       found between the oral reading fluency posttest, F (1, 28)
       = .16, p = .69, scores of the control and experimental 
       groups. No significant difference was found between the 
       music sight-reading posttest level scores, F(1, 45) = 1.78,
       p = .19, of the experimental and control groups. A 
       significant, positive correlation (r = .61, p = .000) was 
       found between the oral reading fluency and music sight-
       reading posttest scores of all participants 
590    School code: 0017 
650  4 Music 
650  4 Education, Music 
690    0413 
690    0522 
710 2  Boston University 
773 0  |tDissertation Abstracts International|g71-05A 
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/
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