The Relationship of Pitch Sight-Singing Skills With Tonal Discrimination, Language Reading Skills, and Academic Ability in Children

2018 ◽  
Vol 66 (1) ◽  
pp. 71-91 ◽  
Author(s):  
James L. Reifinger
Keyword(s):  
Reading Comprehension ◽  
Music Education ◽  
Early Literacy ◽  
Reading Fluency ◽  
Reading Ability ◽  
Academic Ability ◽  
Literacy Skills ◽  
Sight Singing ◽  
Ability Test ◽  
Resource Hypothesis

This study investigated correlates that might explain variance in beginning sight-singing achievement, including tonal discrimination, reading fluency, reading comprehension, and academic ability. Both curriculum-based and standardized tests were used, including the Intermediate Measures of Music Audiation, Otis-Lennon School Ability Test, and Dynamic Indicators of Basic Early Literacy Skills. Sight-singing ability of second-grade students ( N = 170) was individually assessed for pitch accuracy only using four-note tonal patterns following a 16-week instructional period and again 8 weeks later following a period of no practice. A factor analysis explained 62% of the variance across 13 variables, revealing correlated factors of Music Ability, Reading Ability, and Academic Ability. Regression analyses with individual variables as predictors indicated that significant variance in sight-singing achievement beyond that explained by pitch matching ability could be explained by reading comprehension ability. Similar results were found with both sight-singing tests. Findings are discussed in relation to Patel’s shared syntactic integration resource hypothesis and the need to advocate for music education programs.

To Screen or not to Screen: Criterion-Related Validity of Math and Reading Curriculum-Based Measurement in Relation to High-Stakes Math Scores

2020 ◽  
pp. 073428292095014
Author(s):  
Giancarlo A. Anselmo ◽  
Jamie L. Yarbrough ◽  
Van Vi N. Tran
Keyword(s):  
Early Literacy ◽  
Student Performance ◽  
Predictive Validity ◽  
Math Application ◽  
Reading Ability ◽  
Literacy Skills ◽  
Curriculum Based Measurement ◽  
High Stakes ◽  
Calculation Skills ◽  
Math Test

This study analyzed the relationship between benchmark scores from the newly published Dynamic Indicators of Basic Early Literacy Skills Math (i.e., Acadience™) math probes and student performance on math and reading sections of a state-mandated high-stakes test. Participants were 420 students enrolled in third, fourth, and fifth grades in a rural southeastern school district. Specific to this study was the calculation of the predictive validity of benchmark scores obtained in the spring from curriculum-based measurement probes measuring math computation, math application skills, and reading ability. Results of the study suggest that math application probes have strong predictive validity. The study also provides evidence that even at early grades the skill of reading is associated with performance on a high-stakes math test. The study provides some evidence that calculation skills are needed, but do not account for as much of the variance as reading ability does in grades as low as third grade. Implications for practice are discussed as it relates to multiple gating screening procedures at the elementary level.

Predictors of Music Sight-Reading Ability in High School Wind Players

2004 ◽  
Vol 52 (1) ◽  
pp. 6-15 ◽  
Author(s):  
Joyce Eastlund Gromko
Keyword(s):  
Reading Comprehension ◽  
Visual Field ◽  
Music Education ◽  
Spatial Orientation ◽  
Cognitive Skills ◽  
Reading Ability ◽  
Sight Reading ◽  
Variable Model ◽  
Wind Players ◽  
Math Concepts

The purpose of this study, grounded in near-transfer theory, was to investigate relationships among music sight-reading and tonal and rhythmic audiation, visual field articulation, spatial orientation and visualization, and achievement in math concepts and reading comprehension. A regression analysis with data from four high schools (N = 98) in the American Midwest yielded a 4–variable model that included reading comprehension, rhythmic audiation, visual field articulation, and spatial orientation, F = 21.26, p < 0.001, accounting for 48% of the variance on music sight-reading. The results support previous studies in music education, cognitive science, and neuroscience that have shown that music reading draws on a variety of cognitive skills that include reading comprehension, audiation, spatial-temporal reasoning and visual perception of patterns rather than individual notes.

scholarly journals Learning to Read: the Case of Moroccan Students who Learn Spanish

2013 ◽  
Vol 16 ◽  
Author(s):  
Antonio Aguilera-Jiménez ◽  
Carmen Delgado ◽  
Alfonso Luque ◽  
Francisco J. Moreno-Pérez ◽  
Isabel. R. Rodríguez-Ortiz ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Reading Ability ◽  
Word Reading ◽  
Immigrant Students ◽  
Learning To Read ◽  
Reading Processes ◽  
Spanish Speaking ◽  
Oral Vocabulary ◽  
L1 And L2

AbstractThe aims of this study are to assess L1 and L2 variables that influence the reading acquisition of students of Moroccan origin in the South of Spain and compare their reading ability with native Spanish-speaking children. Participants were 38 students of Moroccan origin and 37 native Spanish-speaking students from the same classes. We used an oral vocabulary test and a reading comprehension test, which taps lexical, semantic, and syntactic reading processes, and reading fluency. The results indicated that immigrant students differed from native Spanish-speaking students in word reading, reading fluency, and the use of punctuation marks, but there were no significant differences in reading comprehension. In native Spanish-speaking students, reading comprehension correlated significantly with oral vocabulary and the other reading processes, but in the students of Moroccan origin, only receptive oral vocabulary in L2 correlated with the use of punctuation marks. Being in schools with educational resources specifically aimed at helping the Moroccan pupils was associated with a higher level of word reading in immigrant students.

scholarly journals Using Systematic Synthetic Phonics to Accelerate Rural Indigenous Children’s Acquisition of Early Literacy Skills

2020 ◽  
Vol 19 (10) ◽  
pp. 1-18
Author(s):  
Jia Rong Yap ◽  
Mellisa Lee Lee Chin
Keyword(s):  
Early Literacy ◽  
Phonemic Awareness ◽  
Reading Fluency ◽  
English Language ◽  
Literacy Skills ◽  
Control Group ◽  
Early Literacy Skills ◽  
Spelling Ability ◽  
Synthetic Phonics ◽  
Reading And Spelling

Studies focusing on the strategy of phonics in Malaysia have highlighted the insufficiency and ineffectiveness of SBELC phonics training received by teachers, resulting in confusion among them as to what really constitutes effective use of the phonics strategy. On the other hand, systematic synthetic phonics (SSP) has been proven beneficial in accelerating the performance of children in their early literacy. However, few studies have been conducted on English language learners as the majority of those research was focused on native speakers of the English language. Against this background, this article presents a description of a systematic way of teaching phonics that could inform teachers on how the strategy can be optimally utilised to accelerate the performance of students who are possibly at risk of being left behind. It then reports an investigation that compared the efficacy of SSP against SBELC phonics in accelerating the acquisition of early literacy skills with a group of indigenous children residing in the rural parts of Sarawak, Malaysia. Five instruments; (1) productive letter-sound test, (2) free-sound isolation test, (3) reading test, (4) spelling test, and (5) oral-reading fluency test were administered to measure phonemic awareness, decoding, reading, and spelling ability. Data were collected from the pretest and the posttest. The results demonstrate that both groups recorded significant improvement in reading and spelling, but children in the experimental group (SSP) outperformed the control group (SBELC phonics) significantly. Following this, SSP should be implemented in classrooms to help accelerate children’s early reading fluency and spelling ability.

Examining the developmental dynamics between achievement strategies and different literacy skills

2013 ◽  
Vol 37 (3) ◽  
pp. 173-181 ◽  
Author(s):  
George K. Georgiou ◽  
George Manolitsis ◽  
Xiao Zhang ◽  
Rauno Parrila ◽  
Jari-Erik Nurmi
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Literacy Skills ◽  
Literacy Outcomes ◽  
Children's Achievement ◽  
Task Avoidance ◽  
Developmental Dynamics ◽  
Achievement Strategies ◽  
Avoidant Behavior

We examined the developmental dynamics between task-avoidant behavior and different literacy outcomes, and possible precursors of task-avoidant behavior. Seventy Greek children were followed from Grade 4 until Grade 6 and were assessed every year on reading fluency, spelling, and reading comprehension. The teachers assessed the children’s achievement strategies at all testing times. In addition, in Grade 4, the children responded to a task value questionnaire and the parents reported their beliefs and expectations about their children’s academic performance. The results revealed that task avoidance was reciprocally related only to reading comprehension. In addition, only parental beliefs predicted task avoidance. These findings complement those of previous studies in transparent orthographies and suggest that the role of task avoidance on literacy development depends on the time when the literacy skills are assessed and the type of literacy outcome.

scholarly journals Associations between young children’s 
print fixations during book reading and 
their early literacy skills

2020 ◽  
Vol 4 (1) ◽  
pp. 45-56
Author(s):  
Baogen Liu ◽  
Feifei Li ◽  
Hui Jiang ◽  
Justice M. Laura
Keyword(s):  
Early Literacy ◽  
Direct Effect ◽  
Reading Ability ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Literacy Skills ◽  
Reciprocal Relationship ◽  
Book Reading ◽  
Eye Tracker ◽  
Early Literacy Skills

In the current study, the potentially causal association between young children’s fixations on print and their early literacy ability was explored. The primary purpose was to determine the potentially reciprocal relations between print fixations and literacy abilities, such that print fixations and early literacy skills reciprocally enhance one another rather than one having a direct effect on the other (e.g., fixation on print leads to improvement in early literacy skills). Visual fixations on print for 95 Chinese children ranging in age from 4 to 6 years were recorded using an eye tracker, and their early literacy abilities (vocabulary, orthographic awareness and reading ability) were concurrently examined. Results of structural equation models designed to test different pathways through which print fixations and early literacy skills are related revealed that the reciprocal relationship between print fixations and early literacy skills was not supported, and that fixations on print seem to have a direct effect on children’s literacy skills.

scholarly journals Examining Agreement and Longitudinal Stability Among Traditional and RTI-Based Definitions of Reading Disability Using the Affected-Status Agreement Statistic

2011 ◽  
Vol 44 (3) ◽  
pp. 296-307 ◽  
Author(s):  
Jessica S. Brown Waesche ◽  
Christopher Schatschneider ◽  
Jon K. Maner ◽  
Yusra Ahmed ◽  
Richard K. Wagner
Keyword(s):  
Early Literacy ◽  
Reading Disability ◽  
Reading Fluency ◽  
Oral Reading ◽  
Literacy Skills ◽  
Low Achievement ◽  
Word Fluency ◽  
Longitudinal Stability ◽  
Poor Reading ◽  
Reading Measures

Rates of agreement among alternative definitions of reading disability and their 1- and 2-year stabilities were examined using a new measure of agreement, the affected-status agreement statistic. Participants were 288,114 first through third grade students. Reading measures were Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency and Nonsense Word Fluency, and six levels of severity of poor reading were examined (25th, 20th, 15th, 10th, 5th, and 3rd percentile ranks). Four definitions were compared, including traditional unexpected low achievement and three response-to-intervention-based definitions: low achievement, low growth, and dual discrepancy. Rates of agreement were variable but only poor to moderate overall, with poorest agreement between unexpected low achievement and the other definitions. Longitudinal stability was poor, with poorest stability for the low growth definition. Implications for research and practice are discussed.

scholarly journals Analisis Korelasi Antara Kebiasaan Membaca Dan Kemampuan Membaca Pemahaman Pada Siswa Kelas IX SMP Kemala Bayangkari Makassar

2019 ◽  
Vol 15 (1) ◽  
pp. 14
Author(s):  
Muhammad Yusuf Yunus ◽  
Andri Machmury
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Study Data ◽  
Primary Data ◽  
Reading Habits ◽  
Ability Test ◽  
Comprehension Ability ◽  
Quantitative Descriptive ◽  
The Relationship ◽  
Reading Comprehension Ability

This study aims to describe whether or not there is a relationship between reading habits and reading comprehension ability in class IX students of SMP Kemala Bayangkari Makassar. This study is a descriptive study using correlational analysis methods. The population in this study was 200 students and the sample was 40 students. In this study data was collected from two sources, namely the questionnaire value from the results of the reading habit questionnaire test and the value of reading comprehension ability from the results of the comprehension reading ability test. Data obtained in the form of primary data using a quantitative descriptive approach with an objective process and analyzing data. The results of the analysis in this study indicate that the relationship between reading habits and reading comprehension ability of class IX students at SMP Kemala Bayangkari Makassar has a positive correlation. In this study, it is hoped that the readers and writers themselves will be able to further improve their reading skills.

Word-Level Stress Is to Decoding as Phrase-Level Stress Is to Reading Comprehension: A Study of Prosodic Influence in Children’s Reading Development

2018 ◽  
Author(s):  
Marth Palm-Leis
Keyword(s):  
Reading Comprehension ◽  
Elementary School Teachers ◽  
Reading Ability ◽  
Reading Development ◽  
Spoken Language ◽  
Stress Sensitivity ◽  
Literacy Skills ◽  
Word Decoding ◽  
Word Level ◽  
Solid Foundation

This study aims to determine how the use of prosody in spoken language can effect reading development and later, reading ability as an adult. Research shows that individuals who can identify which syllables or words are emphasized within a phrase also have more advanced decoding abilities (i.e. are more proficient at translating letters into speech sounds) and have more advanced reading comprehension. To date, there has been little research examining the precise method by which this awareness of emphasis or “stress” at the word-level and the phrase-level uniquely contribute to reading ability. In this study, I predict that adults’ word-level stress awareness will be more strongly predictive of their word decoding ability than their reading comprehension. I also postulate that adult’s awareness of stress at the phrase-level will be more predictive of their reading comprehension than decoding, when word-level stress sensitivity is removed from the equation.  Eighty students from Queen’s University were recruited to participate in two 60-minute interview sessions, during which completed a battery of reading and executive functioning tasks. Multiple regression analyses will be conducted to evaluate the relationship between the measures of interest. The results from this study will benefit elementary school teachers, speech-language pathologists and others working towards providing children with a solid foundation in the spoken language from which their literacy skills can grow. These results may also have important implications for the development of educational programs for individuals with specific reading impairments.

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