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This study involved two second grade classes in an elementary school located in a mid-sized midwestern city. The purpose of the study was to determine whether there is a relationship between students' attitudes toward reading and the addition of music to literacy lessons. Design for the study included measuring students' reading attitudes, before and after specific literacy instruction was given, through the use of McKenna and Kear's (1990) Elementary Reading Attitude Survey. The survey was first given as a pretest to determine students' initial attitudes toward reading. It was followed by eight weeks of literacy instruction where half of the participants were also presented with various music elements integrated into the literacy lessons. A posttest using the survey was then administered when the lessons were completed. Although no statistically significant difference was found between the groups studied, the investigator was able to observe certain affective results. The students in the treatment group, which included the integration of music, entered the classroom more eagerly and settled down much more quickly than the control group. They showed interest by asking questions about what was to come in the lessons, in relationship to both music and reading, and were more attentive to the teacher and to the materials being used. They demonstrated greater creativity and worked more quickly with fewer disruptions. They also were more amiable with fellow students in cooperative learning groups and more expressive in their oral reading. The enjoyment displayed by these students and experienced by the teacher make the method a viable one for use in the elementary classroom.
The purpose of this study was to investigate the effects of aligning supplemental reading instruction with core classroom reading instruction on struggling second-grade students0́9 proficiency in phonics, fluency, vocabulary, and comprehension. Alignment was defined as core classroom and supplemental instruction that are congruent in philosophy, goals, instructional materials, instructional methods, student activities, and reading strategies that follow the same scope and sequence. This study employed a two-group, pre-post true experimental design. Second-grade students (N = 153) scoring in the lowest quartile on the fall Dynamic Indicators of Early Literacy Skills (DIBELS) Oral Reading Fluency assessment were randomly assigned to either an aligned or nonaligned supplemental reading instructional condition received instruction over a 20-week period. Reading specialists in 11 schools provided the supplemental instruction. iv The DIBELS Oral Reading Fluency (ORF) and the Woodcock Reading Mastery-Revised (WRMT-R III) assessments were used to assess student reading growth in phonemic awareness, phonics, fluency, and vocabulary. Each student received one score from the DIBELS ORF and six scores from the WRMT-R III. Seven separate nested analyses of covariance (ANCOVA) were conducted to examine differences in group means at posttest while accounting for nesting of reading specialists within schools. Pretest measures for each of the dependent variables were used as covariates to adjust posttest scores at the end of the study. After controlling for pretest score differences and accounting for the variance associated with reading specialists nested within schools, statistically significant differences were found favoring the aligned supplemental condition for posttest scores on all measures. Effect sizes ranged from small to moderate, with largest effect sizes being found for vocabulary and comprehension. The results of the study suggest that at-risk second-grade students benefitted from supplemental instruction that is aligned to the classroom core reading program.