Embed Size (px)
Citation preview
Using Music to Teach Vocabulary and Reading Fluency
Ms. Rebecca Bragg
ESL Teacher LaVergne Primary School
Rutherford County Schools Murfreesboro, TN. 37129 MTSU Protocol # 10-053
ABSTRACT
This study evaluated the use of music instruction to teach vocabulary and reading fluency to first grade ELL students in a Title I Elementary School. Ten students participated in using music instruction as a teaching tool for literacy skills and three students were a
controlled group. The methodological design for this study was action research. Due to the nature of the data, a qualitative approach was used to collect and analyze data for reoccurring patterns. Data was coded and categorized to show themes that immerged during the study. The findings showed that using music instruction was effective in
motivating students and helping students gain oral reading fluency skills, but had no real influence on vocabulary development.
Methodology
The design for this study was action research. There were ten student participants
instructed in music and three students were in a controlled group with no music instruction. All participants were given a pre/pro vocabulary test, pre/post fluency test, completed cloze passages for each song, and completed a student survey. The researcher-practitioner took notes in a field journal and compiled teacher surveys for data as well. Data collected was both qualitative and quantitative. The qualitative data focused on a specific problem and a small number of participants that were involved. There were a series of overarching questions that guided the study and multiple forms of data were collected, coded, and analyzed for patterns. This ensured triangulation. The quantitative data consisted of statistical data where pre-test and post-test scores were examined.
Overarching Questions That Guided the Study
• Does using the power of music instruction to teach vocabulary development and
reading fluency enhance literacy skills in ELL students? • How do vocabulary and fluency test scores compare to students engaged in music
instruction to those not engaged in music instruction? • How do ELL student’s attitudes toward music instruction affect vocabulary and
fluency development? • How do teacher attitudes toward using music instruction affect students’
vocabulary and reading fluency?
The Study
Location
Subjects Focus Data
Title I Elementary School
13 Spanish Speaking ELL first Grade Students
Vocabulary Reading Fluency Motivation
Pre/Post Vocabulary Test Pre/Post Fluency Test Student Survey/Interview Teacher Surveys Teacher observations and field notes Cloze passages for songs
Categories, Themes, and Attributes
Categories
Attributes
Nailing down words and storing up knowledge
1st Grade students can recall more information when using music instruction.
At a snail’s speed
1st Grade ELL kids need songs that are slower because their fluency rates are slower.
Rejoice in learning words ELL 1st grade students enjoy singing song lyrics more than just reading stories. ELL 1st grade students pay attention more when using music to teach vocabulary and reading fluency
No Music, No Fun!
Teachers enjoy using music to aid in teaching vocabulary and reading fluency.
Hunting For More Music and Better Songs
Teachers need better resources in order to use music
