The Potential for Sight-Singing Evaluation with SoundCheck

2021 ◽  
Vol 61 (1) ◽  
Keyword(s):  
Sight Singing

Factors Related to Sight-Reading Accuracy

2013 ◽  
Vol 61 (4) ◽  
pp. 452-465 ◽  
Author(s):  
Jennifer Mishra
Keyword(s):  
Meta Analysis ◽  
Research Literature ◽  
Sight Reading ◽  
General Music ◽  
Music Aptitude ◽  
Sight Singing ◽  
Variable Effect ◽  
Technical Ability ◽  
Unpublished Thesis ◽  
Meta Analyses

The purpose of this meta-analysis was to determine the extent of the overall relationship between previously tested variables and sight-reading. An exhaustive survey of the available research literature was conducted resulting in 92 research studies that reported correlations between sight-reading and another variable. Variables ( n = 597) were grouped by construct (e.g., music aptitude, technical ability) and separate meta-analyses were conducted for each construct. Construct had a variable effect on sight-reading, with improvisational skills, ear-training ability, technical ability, and music knowledge correlating most closely with sight-reading, while attitude and personality were unrelated to sight-reading. Additionally, the study examined differences in effect size by type of publication (published study, unpublished thesis), the experience level of the sight-reader (elementary, secondary, college nonmusician, college musician), sight-reading mode (instrumental sight-reading, sight-singing), and type of sight-reading test. The few differences suggest future investigation of a developmental component to sight-reading is warranted. In general, music constructs that improve with practice correlated more strongly with sight-reading than did stable characteristics. These results support sight-reading being considered a music skill that improves with the musicality of the performer rather than a simple visuo-motor decoding process.

Sight-Singing: Postscript

1943 ◽  
Vol 84 (1209) ◽  
pp. 333
Author(s):  
H. G.
Keyword(s):  
Sight Singing

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.

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