Professional Documents
Culture Documents
Jenna Kuebler
Introduction
In the modern world of education, teachers are constantly bombarded with innumerable
new forms of teaching approaches that help improve student learning. These teachers discover
what forms of technology should be implemented into their schoolroom, what reading programs
could be set into place, and what the newest trends are for creating a successful learning
environment. But what would happen if these educators took a step back from the trending
techniques? What if they ceased their search for contemporary methods and instead looked to the
tendencies of the conventional human person in order to utilize a resource that mankind has
adored for centuries? Music, a resource that is prized to the extent that it exists in every corner of
the world, is essential to man. It is so fundamental to the human experience that it may be
impossible to separate from the individual, as research suggests that “the human brain...does not
treat language and music as strictly separate domains, but rather treats language as a special case
of music” (Kolesch, 2011). With music being a natural component to everyday living, the act of
implementing it into the classroom encourages students to connect their personal experiences to
their academic content. As successful teachers, it is imperative to utilize methods that create
meaningful learning experiences that last long after the school week ends.
Purpose
As the popular view of education progresses from being associated with strict institutions
to the updated ideal that school is where an individual is formed in both academics as well as in
character, innumerable new methods of innovative instruction have been introduced and
recommended. I chose music as my specific area of educational focus because of how central
and significant it is to the human person. It was not until coming to Franciscan that I understood
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the importance of the Arts, such as music, painting, dance, and so on. Through experiencing
these same subjects that have been taught since the earliest roots of human civilization, I have
been exposed to the expanse of self-fulfillment that is so often imparted upon the individual who
practices the humanities. I, personally, learn concepts better when they are conveyed through
music. However, just as each individual has his or her own differing strengths and preferred
hobbies, so too do the learning methods of each individual vary (Gardner, 2011). Music is often
seen as a common thread that may help to level the students’ learning ground, as it increases the
same skills used in reading and writing tasks (Paquette & Rieg, 2008). With this in mind, I am
curious to further explore the possible impacts that music may have on young readers and their
learning outcomes. What are the effects on phonological awareness when music is integrated
implemented into the reading instruction, as opposed to when the instruction is delivered in a
traditional setting, with the teacher delivering verbal pausing techniques and solely speaking and
writing. I hope that if the results are successful for music implementation that more educators
assess which method of instruction suggests greater academic success for second grade students
as they segment both phonemes and onset and rimes. Each test will contain the same academic
material; one will be administered after traditional instruction and the other after musical
instruction. The assessment will be scored based off of the students’ verbal response and I will
I expect to see a dramatic advancement in both the accuracy as well as the retention of
the instructed information once music is integrated into the teacher’s pedagogy. I am inclined to
believe that this method will show beneficial results on the students’ learning, as research
suggests that the presence of music and music-related skills can enhance an individual’s
scholastic success in classroom phonics (Bhide, Power & Goswami, 2013). By approaching
literacy from an alternative perspective, the students may be able to delve deeper into proper
rhythm and sound recognition, both components that are inherently essential to reading.
Review of Literature
For some, being able to keep rhythm while dancing or clapping along to a song is
effortless. For others, it is incredibly difficult and seems impossible to be taught. However, what
if there was significance between the ability to recognize or maintain rhythmic beat and the
ability to read fluently? In the 2013 study, authors Bhide et al. sought to answer whether or not
incorporating music into instruction would drastically benefit students instead of the alternative
phonics enhancement program that was offered. Previous studies indicated that “underlying
difficulty in neural rhythmic entrainment found across the IQ spectrum is one cause of the poor
phonological skills developed by children who go on to become poor readers” (p. 113). To test
this theory, the authors studied nineteen children, aged either 6 or 7, who had been identified by
their instructors as readers who were struggling. Ten of these children were in the setting
specifically for phonological awareness intervention, while the other nine were in the setting for
musical intervention. The method of research for this study can be classified as quantitative, as
the results were collected and charted from tests as numerical data. After a pretest was given and
the separate interventions had been in place for two months, assessment tests were administered
THE EFFECTS OF MUSIC IN INSTRUCTION 5
to the participants. These tests assessed numerous areas of phonics skill, such as a memory,
literacy, intelligence, and vocabulary, to name a few. Surprisingly the end results indicated that
the intervention that had strictly focused on the maintenance of rhythm was just as successful as
maintaining rhythm (something that I unfortunately still struggle with, even as a striving
musician) and overall reading success grabbed my attention right from the beginning and struck
me as something I would enjoy learning more about. One thing that was difficult for me
personally was the fact that the article was longer than most of the other ones I have read for my
literature reviews. It was also quite bland and used an immense amount of academic vocabulary.
This is relevant to my own research because I personally feel that teaching with music is just as,
if not more, beneficial as traditional instruction. I was actually ecstatic to read the results and
find the overwhelming success of the music intervention. What a concept! Who would have
thought that teaching musical skills would be just as effective as (and probably a lot more fun
than) essentially months of phonics instruction? For future research, I would like to see which
one of the interventions would have longer retention effects on the participants. If the authors
would follow up on the children for the months to follow, I wonder if the graphs would still
With the addition of new teaching strategies and technological advances into classrooms,
teachers may become stressed by the overwhelming pressure to find the ‘next best thing.’
However, what if there are multiple methods that we could implement into our classrooms that
come from exceedingly simple resources that we have had all along? Iwasaki, Rasinski,
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Yildirim, & Zimmerman (2013) suggest a clever and ingenious alternative to traditional reading
instruction: to read actual lyrics of a song through singing them. The authors’ hypothesis was
that there would be a significant improvement in the students’ reading fluency once they had
practiced reading words, via singing, from sheets of lyrics. The participants in this study were
one of the author’s, Iwasaki’s, first grade students. The data was collected via quantitative
methods, as the participants took assessment tests to gage the success rates. Procedures included
having the students take the Developmental Reading Assessment (DRA) both before and after
having the non-traditional method in place within the classroom. The results were positive as the
authors concluded that 18/19 of Iwasaki’s first grade students made overwhelming progress
through the implementation of sing-reading. With only one student as the exception, every
participant had mastered a year’s worth of reading growth and many students even exemplified
“Students were willing to engage in repeated reading of the songs throughout the
week until all students could read/sing the song fluently...the repeated reading
allowed even the less proficient readers to develop a mastery of the songs that was
Through this method, the classroom was transformed into a learning environment that welcomed
learners of all levels and narrowed the achievement gap in Iwasaki’s class, thus creating a very
I thoroughly appreciated the fact that this article was so reader-friendly and clear to the
point. It was not at all difficult to follow the authors’ thoughts, which altogether increased my
intrigue in reading it. Additionally, this article was satisfactory for me because it was incredibly
relevant to my research question. Singing and employing other types of musical abilities directly
THE EFFECTS OF MUSIC IN INSTRUCTION 7
into a student’s learning transforms the process completely. Instead of isolating music as a
method unambiguously weaves instruction and melodies together into one inseparable teaching
component. Something that was difficult with this article was the fact that it was difficult to
ascertain whether the article was empirical or non-empirical while reading. However after further
clarification, I was able to identify it as non-empirical. For future research, I would suggest
practicing this method with high school students who are struggling or reluctant readers. The
students could choose a song or album and, after having it is approved by the teacher, could
write a summary of what they think the musician meant or felt when he or she said certain
sentences. By using this method, older readers could experience a new spark in interest for
Music is often acclaimed for its ability to be read universally. No matter what language a
person speaks or what style of life he or she comes from, if two people who know the basics of
notes and chords meet, they can communicate with each other through their instruments.
Paquette and Rieg (2008) took this concept of musical benefit a step further by looking at how
music, when weaved into classroom instruction, impacts the success of English Language
Learners (ELL’s) in literacy. The findings were collected using secondary data analysis and the
participants included numerous unspecified young children who were ELL students. While
numerous strategies dealing with musical instruction were provided, one in particular is more
familiar than readers may realize. This activity included teaching songs, such as Old MacDonald
and Twinkle, Twinkle Little Star. Using Old MacDonald was beneficial “for teaching individual
letter sounds or spelling words” while Twinkle, Twinkle Little Star introduces simple words that
THE EFFECTS OF MUSIC IN INSTRUCTION 8
“rhyme, i.e., are and star, or high and sky (p. 228). It was concluded that young ELL students
show high levels of success when instruction is paired with music and the authors emphasize the
similarity between components of skill between both literacy and music. For instance, skills that
are used when listening to music can either align with or enhance those skills used in reading and
writing tasks, such as listening skills, verbal formulation skills, and original composition.
I personally really liked this article for many reasons, but notably because the author
emphasizes the fact that this type of instruction is not limited to teachers who are musically
gifted, but that it should in fact be endorsed by teachers who have any range, or even limitation,
of skill in music. This article relates exceedingly well to my own research because it includes
young children specifically and the positive effects of introducing music into their literacy
instruction, however it delves even deeper into narrow area of study by examining the effects of
this question within a diverse population. Honestly, I had trouble finding things to dislike in the
article. One thing that I did notice as a distraction was the fact that when the authors referenced
other studies, the years were written in blue. I am not sure why this is, but it caused me to lose
my place or simply just not want to read where the brightness was located. For future research, I
think it would be beautiful and culturally impactful to investigate how beneficial it would be on
an ELL’s learning if the American teacher learned songs from the ELL’s native home and
translated them into English for the student to learn. For instance whether there would be a
nursery rhyme from the foreign country and re-teach it to the student in English.
As education professionals strive to find new ways to enrich the learning of young
students, teachers experiment with different forms of instructional methods that will enhance
THE EFFECTS OF MUSIC IN INSTRUCTION 9
both students’ levels of engagement as well as their literacy skills. Alcock, Cullen & St. George
(2008), explored a fascinating route for teaching: presenting the necessary instruction via music.
In their study, the authors sought to answer the question of how “musike,” or what most
audiences would call ‘the humanities,’ influences young children’s proficiency in reading. This
investigation was conducted as a case study, specifically applying the method of direct
observation, either during the actual study or at a later period through technological recordings of
the events. For these events under observation, the participant groups consisted of young
children from educational centres in Australia. The first two groups were from a centre
containing 23 children with ages ranging from six months to five years old, while the third group
was from an alternate centre and was made up of 30 four year olds. These participants were
observed while practicing sentences while chanting, using imaginative skills to build sentence
fluency, and rhythmically clapping with their speech. The conclusion suggested that using these
forms of interactive learning were extremely beneficial for the individual learners and their
literacy skills, as they performed with accuracy and displayed independence in learning. They
benefited from the social thrill of being physically involved, but also benefited mentally by the
concept that these events were “expanding [each’s] vocabulary and assisting the development of
I consider this article to be worthy because of the authors’ dedication to both the
preceding studies before formulating their research question as well as the great amount of effort
and detail put into undergoing and recording their observations. Much was done to research the
concept of “musike” and to analyze not only previous studies, but additionally ancient cultures
associated with music and past theorists. This article pertains to my research question because
the authors seek a direct connection between literacy development and instruction with music. In
THE EFFECTS OF MUSIC IN INSTRUCTION 10
my opinion, they found very convincing evidence of a strong correlation between the two. The
one thing that I disliked was that there was not much direct evidence of success beyond
observation. While the authors were surely limited with such young age groups, it would have
been more groundbreaking if there were statistics involved or a “without music” and “with
music” testing scenario. As a suggestion for future research, I would recommend lessening the
gap between the age ranges. The first two events that were observed contained a group that
varied so widely in terms of developmental levels and abilities. The youngest children were six
months old, while the eldest were five years old. This is quite a massive difference. I would
suggest that for future study, the authors should separate the control groups into three categories:
infant (0-1 years), toddler (2-3 years), and young child (aged 4-5 years). Although there does not
appear to be any indication of the age variations skewing the results in any way, it would most
likely be the most beneficial to excavate findings and how these findings differ amongst separate
age groups.
Methodology:
After finding confirmation that my research question was a valid cause for inquiry
through the literature review articles I read, I knew that my research would have to be done
within a real school system, as opposed to being a hypothetical situation that was based off of
additional articles. I took note of the common themes and advantages that these researchers had
mentioned, but strongly wanted to conduct research through an activity that I had never
previously before seen done. For instance some did a pre-test and a post-test, others used
electronic scoring or recording devices, and others used pre-recorded music or lyrics from known
songs. I decided to create my own activity, utilizing my ukulele and creating a noisemaker to
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diversify the musical method for the students. Certain assessment methods were extremely
intriguing. In the 2008 study by Alcoc et al., the participants were simply observed as they
Since my research question was a bit broad, I decided to choose two separate areas of
phonological awareness that I could assess: segmenting, for phonemes and onset and rime. In
thus breaking its whole assemblage of mixed sounds down into its smallest components. For
example, the word “cat” would be /k/ /a/ /t/, as the student would demonstrate distinct pauses
after each sound. In phonics, the concept of onset and rime is similar to phoneme segmentation,
except that the individual separates the initial sound from the ending sounds once the vowel
appears in the word. The pause starts just before the vowel is read. For example, the word “cat”
would be /k/-/at/. The first phoneme is sounded out, but once the vowel appears, the remaining
sounds are blended and simply read as one would normally do. Through deciding to incorporate
both of these sections of phonological awareness into my study, I suspected that I would be able
to hone my research in more specifically on areas of literacy and I additionally would benefit
from being able to test the effects of music in two separate phonological settings, instead of
possibly getting disparate results in only one isolated setting. To do this, I chose to study the
phoneme segmenting skills of students after traditional instruction and after musical instruction,
compare, then study their segmenting skills for onset and rime the next day under these same
conditions, and compare once more. I created a segmenting success chart (see Appendix A) that I
used for both settings and sessions. This chart contained sections for each student’s name and
age, a table to quickly mark segmenting success or failures, listings of the most successful
instruction methods to be circled after the assessment took place, and lastly a section for my
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additional personal observations. I also included an instructional method, titled “no preference,”
for those sessions that indicated that the second grade student did equally as well with traditional
instructional as he or she did with musical instruction. The reason why I created this form was
because I wanted every participant to have the exact same assessment given to them, in order to
avoid possible discrepancies. I chose the specific set of listed words to reinforce this same
consistency from a standard list of vocabulary words for the second grade level. Each assessment
trial, traditional instruction and musical instruction, used the same words to maintain continuity
in analyzing which method improved literacy skills. The research was conducted through
The participants for this study included eight second grade students in an urban
elementary school within the Midwestern region of the United States. These students ranged
from ages 7-9. I selected this grade because I had previously been assigned as a field student to
this teacher in the past when she had taught for a different grade level. With the knowledge that
she now was teaching second grade, I was quite pleased because that had been my ideal grade
level to study when I first decided upon this research topic. I do not believe that this sample was
representative of the population because the study was only conducted in one class within one
school, to students who all lived in the same general geographical area. Therefore these
participants were most likely from similar upbringings, with similar backgrounds and therefore
would have lacked the natural diversity that exists within a genuine second grade population. All
names within this study have been changed to pseudonyms for the sake of anonymity.
I conducted this research over two consecutive school days. They were performed in the
morning as the usual warm-up writing activities were being practiced in class. One at a time, I
took the second grade students to a separate side classroom where my materials were neatly
THE EFFECTS OF MUSIC IN INSTRUCTION 13
prepared. I would ask the student some routine preceding questions (see Appendix B) and each
quickly grew to be comfortable with me through this. Next, I explained what the activity would
student that in order to segment, one must pronounce every single sound he or she hears in the
word. I used small hand gestures, in a slicing movement, to give a visual representation of where
pauses would take place as the sounds began and ended. I then gave multiple examples with
items I found in the room, such as how to segment the words “chair,” “table,” and occasionally
my own name and the student’s name. Once the second grade student demonstrated to me that he
or she could segment the word “dog” for his or her self, the official activity commenced. I
verbally offered the student each listed word to segment from my premade chart and would
either write a checkmark or an “x” to record whether the attempt was a success or a failure. If the
student did not precisely separate each individual sound within the word, it was recorded as a
failure.
For the second setting within the same session with the individual, I gave the same
examples that I did with traditional instruction; however I informed the student how to separate
each sound through the exhibition of speaking each sound while at the same time rhythmically
strumming my ukulele. Each phoneme was pronounced at the same time that I strummed, so that
the segmentation grew into a measurable consistent beat. For example, in this way the example
word, chair, or /ch/-/ai/-/r/, became /ch/ (strum) /ai/ (strum) /r/ (strum). After this instruction, I
gave the student a handheld noisemaker and directed him or her on how to do the same thing that
I had done with the sounds, but with the noisemaker shaking as a downbeat instead of as a
strumming pattern. With each pronounced sound, I instructed the student to shake the
noisemaker rhythmically as they verbally spoke each phoneme. In the same way as before, I
THE EFFECTS OF MUSIC IN INSTRUCTION 14
made sure that the student could correctly shake and verbally segment the example word “dog”
before I began recording the data, to ensure that he or she understood the given directions.
For the next session on the following day, the students were brought into a separate room
because the initial area had been reserved for that morning. The participants were the same
second grade students, except one student had been absent from school that day and therefore
could not be in the second study. The same procedures were done for both traditional instruction
and musical instruction. The only differences were that this activity tested the segmentation of
onset and rime instead of individual phonemes and that, during the musical trial, each student
was physically given the ukulele to strum for his or her self, instead of once again using the
noisemaker. The same example words were given, with the addition of the word “wall” for a
more solid sense of comprehending the task, as some students found this activity to be more
difficult than the first. The participants strummed and pronounced the words at the same time,
correctly performing words like /sh/-/y/ through the act of strumming down twice while at the
To end the sessions, I told each student that he or she had done a great job and asked a
few of the students if they would like to play the ukulele since I had extra time to be at the
school. All but one student, who was extremely shy and preferred not to speak, were extremely
eager to play. I held down the chords on the neck of the instrument and the student holding it
would strum freely. One participant was so excited that she had really played a song on the
ukulele that she asked me if I could write a note for her to give to her parents, describing her
great achievement. The teacher asked if she could look at what the activity was, as she had
continually heard ukulele strumming patterns from her classroom. I demonstrated the methods
for her and she liked it so much that she asked if she could take a photo. She did so and then
THE EFFECTS OF MUSIC IN INSTRUCTION 15
asked one of the participants to sing a song for me from his church, as he had been known to
often sing during their class time. He did so gladly upon her request and immediately was much
more present and loud than he had been during his own sessions with me. Once I was completely
finished and had completed filling out the data sheet with additional comments, I packed up and
went back to the classroom to thank the teacher once again for letting me come in, all of the
students immediately ran up to hug me and asked if I could come back and do music for their
class again. The teacher told the students that if they were good with their schoolwork, I could
come again as a special guest and host an interactive music class for the students.
Findings
Through this study, the results indicated that music does not have a significant effect
directly on phonological awareness, but that it does increase student engagement and focus on
the given task, activates learning curiosity, and lastly decreases behavioral issues. Between the
two separate sessions, the results showed a greater success rate for music instruction with onset
and rime, as opposed to with individual phonemes. For phoneme segmentation, traditional
instruction showed a greater success rate 50% of the time, while musical instruction did 12.5%
of the time. However, students performed equally as well 37.5% of the time under both of the
instructional settings. For onset and rime segmentation, the students’ results did not favor
traditional instruction over the others, but instead favored musical instruction 42.86% of the time
and both methods equally 57.14% of the time. This was a fascinating finding for me because
many of the second graders found greater difficulty in understanding how to segment onset and
rime than they did phonemes before starting the assessment activity. For instance, it took longer
to explain the concept of onset and rime and a greater number of explicit examples had to be
THE EFFECTS OF MUSIC IN INSTRUCTION 16
given before many of the students were ready to try it for themselves. Even after attempting the
word “dog,” many had to be corrected and reminded that this activity was no longer phoneme
segmentation, the one type they were used to from the day before.
Figure 1
Figure 2
THE EFFECTS OF MUSIC IN INSTRUCTION 17
There did not appear to be noteworthy association between the musical instruction’s
succeeding where traditional instruction did not, as there were many cases where the results were
leveled. For instance, for some students who experienced difficulty in segmenting the word
“float” into its onset and rime after traditional instruction, they instead demonstrated success
after the musical instruction had been given. However conversely, some students who succeeded
with segmenting the word “rain” in traditional instruction failed to do so after musical
instruction. The amount of times that this situation occurred was so high and was so commonly
found in the raw data that I believe it helps to explain why the ratio of “no preference” was so
high when trying to determine the preferred method of instruction. Since there was quite an equal
balance between single words being successfully segmented in one trial and unsuccessfully the
next, it would not be unreasonable that the two instructional techniques were of similar
preference rate.
While musical instruction did not provide groundbreaking results for this study, it
demonstrated certain unexpected advantages over traditional instruction. For example, almost
every student was immediately excited to participate in the activity. The ukulele was resting on
the table and a great deal of the participants eagerly reached out and picked up the instrument
before they even sat down in their designated seat to start the activity. Students who also
demonstrated a lack of interest or signs of distraction during the traditional instruction trials were
immediately refocused after I told them that they would get to use the ukulele in the next trial if
they focused on the task at hand. I experienced virtually no behavioral problems after that, with
almost all of the students who had demonstrated these attentive deficiencies remaining alert and
concentrated.
THE EFFECTS OF MUSIC IN INSTRUCTION 18
Figure 3
Additionally, when asked which instructional method the students would prefer to have
implemented by their own teacher in the classroom, 62.5% of the students chose the musical
technique. 5 out of the 8 second graders would willingly choose to have their instruction
presented in this way. While academic success rates are crucial, this research suggests that music
could be useful in even a diverse area of the classroom. For instance, if music were to be
implemented in a warm-up activity, a transitional period, or a closing activity, the students would
possibly show areas of academic achievements because of this one pleasant external factor. As
noted from my methodology, the classroom teacher was extremely willing to invite me back as
an educational experience for the students. Especially because many of her students seemed to be
THE EFFECTS OF MUSIC IN INSTRUCTION 19
musical learners, defined by Gardner (2011) as having the strength of “musical intelligence,” it
would probably be beneficial to incorporate additional music into the classroom when possible.
Recommendations
For future recommendations, I would suggest using a larger and more diverse population
for participants. When I chose the second grade classroom, I did not realize it would be such a
small and quite homogenous group. I suspect that it would be beneficial to continue this research
and collect the data from multiple different schools that were ranging in size, socio-economic
status, test score averages, geographic locations, and so on. I imagine that the results would be
To improve my findings, I would suggest that other researchers attempt my study in their
local areas, with a greater strictness towards the research sessions being scripted and consistent. I
attempted to do my best within my own sessions, but there were certain times I noticed
discrepancies. This proved to be one of my limitations. For instance in some trials, I corrected
students after their failed attempt at segmenting with traditional instruction, but did not for other
students or I failed to also correct students in the musical instruction trials. These corrections
were reflexive for me because I tutor first grade students in the same side room that I was placed
in for these trials, so these corrections kept occurring as a natural reaction for me once I
registered mistakes. I cannot blame my unexpected data on this sole factor, but I would very
An additional limitation for me included that fact that, as mentioned before, one of the
participants was present for the first session but was absent for the second. This meant that the
THE EFFECTS OF MUSIC IN INSTRUCTION 20
second set of collected data was compared out of a smaller group of students; therefore the
For the field of literacy, my recommendation would be to look at the impact of the genres
and moral lessons from reading classes and investigate if there is an association between those
and school success. In this research paper, I chose to look at the effects of music on elements of
reading because I believe that music can help in teaching to the whole student. This consists of
wanting the best for each and every student physically, emotionally, and mentally; these are all
areas that I believe music can help balance and regularize. I would be very interested to see if
schools that had uplifting and empowering literature or literature programs were more successful
in terms of academics, school growth, overall satisfaction from parents, safety, and so on.
Literature plays a tremendous role in shaping young children. If these early readers were
immersed in books teaching students to be perseverant, would the schools have higher
graduation rates than before? If they were taught with multicultural books emphasizing different
perspectives, would bullying rates go down? These kinds of questions raise my curiosity and I
would be highly interested in reading articles pertaining to this influential area of study.
Educators have so much more of an impact than they could ever comprehend and this
information would probably help teachers across the country become more aware of the great
References
Alcock, S., Cullen, J., & St. George, A. (2008). Word-play and "musike": young children
Bhide, A., Power, A., & Goswami, U. (2013). A rhythmic musical intervention for poor
Education,7(2), 113-123.
Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. New York, NY: Basic
Books.
Iwasaki, B., Rasinski, T., Yildirim, K., & Zimmerman, B. S. (2013). Let’s bring back the magic
Koelsch, S. (2011). Toward a neural basis of music perception; a review and updated model.
Kouri, T., & Telander, K. (2008). Children’s reading comprehension and narrative recall in sung
and spoken story contexts. Child Language Teaching and Therapy, 24(3), 329-349.
Paquette, K. R., & Rieg, S. A. (2008). Using music to support the literacy development of
young English Language Learners. Early Childhood Education Journal, 36(3), 227-232.
THE EFFECTS OF MUSIC IN INSTRUCTION 22
Appendix A
Student: ______________ Age: ___ Group #: _______ Session #: _______ Date: ___________
City City
Rain Rain
Float Float
Shy Shy
Pack Pack
Additional comments:
Student: ______________ Age: ___ Group #: _______ Session #: _______ Date: _________
City City
Rain Rain
Float Float
Shy Shy
Pack Pack
Additional comments:
Appendix B
THE EFFECTS OF MUSIC IN INSTRUCTION 23
“If you could choose to include one of these methods in your classroom, which one
Appendix C