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Full Listings > Effects of traditional and simplified methods of rhythm-reading instruction
Bebeau, M. J. (1982). Effects of traditional and simplified methods of rhythm-reading instruction. Journal of Research in Music Education, 30, 107-1.
| Author(s): | Bebeau, Muriel J |
| Title: | Effects of traditional and simplified methods of rhythm-reading instruction |
| Source Type: | Journal |
| Source Name: | Journal of Research in Music Education |
| Year: | MENC |
| Year: | 1982 |
| Volume: | 30 |
| Pages: | 107-1 |
| Language: | English |
| Orff Topic Category: | Pedagogic process/Settings |
| Secondary Orff Topic Category: | Curriculum/Assessment |
| Research Methodology I: | Quantitative |
| Research Methodology II: | Quasi-Experimental |
| Participants: | third grade private school students |
| Purpose: | to discover effectiveness of teaching rhythm reading using traditional versus simplified speech cue method |
| Independent Variables: | simplified speech cue method |
| Dependent Variables: | rhythm-reading score |
| Abstract: | Two experiments were conducted to compare the effectiveness of teaching rhythm reading using a traditional approach versus a simplified speech cue method. The first tested treated and non-treated students using a 23-item rhythm-reading test. The second experiment was conducted to determine whether the speech cue method could be used effectively with minimal teacher training. |
| Results/Conclusions: | Results of the first experiment indicated the superiority of the speech cue method. In both experiments the speech cue group made significantly greater gains thatn the traditional groupp. The difference between pretest and posttest scores was significant for both treatment groups. |
| Implications for music education (continued research): | The findings have general application for rhythm-reading instruction using the speech cue method for early training. |
| Keywords: | Elementary Methods Curriculum, music development |