Contributions of Selected Music Skills to Music Sight Reading Achievement and Rehearsed Reading Achievement
Miller, Ross Edwin
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https://hdl.handle.net/2142/70872
Description
Title
Contributions of Selected Music Skills to Music Sight Reading Achievement and Rehearsed Reading Achievement
Author(s)
Miller, Ross Edwin
Issue Date
1988
Doctoral Committee Chair(s)
Colwell, Richard J.
Department of Study
Music
Discipline
Music Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Music
Education, Music
Abstract
In this ex post facto investigation, seven music skills and seven personal characteristics were measured and their relationships to two kinds of music reading, sight-reading and rehearsed reading, determined. Subjects were 123 wind instrumentalists in sixth and seventh grade bands in two New York state public schools. Multiple regression analysis was used to build models from the selected music skills to predict sight-reading and rehearsed reading achievement. Models were built for all subjects and for subgroups of the subjects. Subgroups were structured from specific levels of personal characteristics. Models were constructed for the prediction of overall sight-reading and rehearsed reading scores as well as pitch, rhythm, and expression scores.
Cognitive music skills (note naming, rhythm barring, defining symbols and terms, and fingering), rhythmic aural-visual skills, and rhythm pattern recognition skills were the most important predictors of sight-reading and rehearsed reading ability. Predictive models for subgroups divided by high and low levels of music aptitude, attitude, background, scholastic achievement, field-dependence-independence, and years of private study were compared revealing that high and low subgroups often had different predictive models. The cognitive music skills variable was most often the first predictor for low subgroups. High subgroups tended to have aural-visual and perception skill variables as first predictors. Predictions of up to 76 percent of the variance in both kinds of music reading were attained for some subgroups. Rhythm tasks provided the lowest mean scores but the highest multiple R's.
Conclusions were (1) music reading instruction using cognitive, rhythmic aural-visual, and rhythmic perception skills is a fruitful field of investigation, (2) brass players should receive extra training in aural-visual and perception skills, (3) pattern recognition tests for use in formative evaluation should be developed, and (4) changes in predictive models over the course of instruction remain to be investigated.
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