Graduation Year

2007

Document Type

Dissertation

Degree

Ph.D.

Degree Granting Department

Childhood Education and Literacy Studies

Major Professor

Susan Homan, Ph.D.

Keywords

Singing, Rereading, Fluency, Early adolescents, Alternative text

Abstract

Singing exaggerates the language of reading. The students find their voices in the rhythm and bounce of language by using music as an alternative text. A concurrent mixed methods study was conducted to investigate the use of an interactive sing-to-read program Tune Into Reading (Electronic Learning Products, 2006) as an alternative text, embedded within a heterogeneous music classroom. Measured by the Qualitative Reading Inventory-4 (QRI-4) (Leslie & Caldwell, 2006), the fluency, word recognition, comprehension, and instructional reading level of the treatment students were compared to their counterparts who sang as part of the regular music program. Concurrently, this investigation also provided a description of the peers' interactions during the literacy task assigned by the music teacher. The intent of this study was to address the following three research questions.

Furthermore, the use of the interactive program provided opportunities for differentiated reading level achievement. Finally, group dynamics highly influenced the early adolescent's motivation, engagement, participation, and successful outcomes in reading fluency.

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