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Reading Fluency through Alternative Text: Rereading with an Interact Sing-to-Read Program Embedded within a Middle School Music Classroom

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Title: Reading Fluency through Alternative Text: Rereading with an Interact Sing-to-Read Program Embedded within a Middle School Music Classroom
Language: English
Authors: Biggs, Marie C., Watkins, Nancy A.
Source: Journal on School Educational Technology. Jun-Aug 2008 4(1):24-35.
Availability: i-manager Publications. 3-343 Hill View, Town Railway Nagar, Nagercoil 629001, Tamil Nadu, India. Tel: +91-4652-276675; e-mail: info@imanagerpublications.com; Web site: http://www.imanagerpublications.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2008
Document Type: Journal Articles
Reports - Research
Education Level: Middle Schools
Secondary Education
Junior High Schools
Grade 7
Elementary Education
Grade 8
Descriptors: Reading Fluency, Middle School Students, Music, Music Education, Mixed Methods Research, Word Recognition, Reading Comprehension, Music Teachers, Music Reading, Technology Uses in Education, Singing, Early Adolescents, Poetry, Literacy, Achievement Tests, Standardized Tests, State Standards, Reading, Teaching Methods, Literacy Education, Control Groups, Experimental Groups, Informal Reading Inventories, Grade 7, Grade 8, Pretests Posttests, Reading Instruction, Case Studies, Observation, Reading Programs
Geographic Terms: Florida
Assessment and Survey Identifiers: Florida Comprehensive Assessment Test
ISSN: 0973-2217
Abstract: Singing exaggerates the language of reading. The students find their voices in the rhythm and bounce of language by using music as an alternative technological approach to reading. A concurrent mixed methods study was conducted to investigate the use of an interactive sing-to-read program Tune Into Reading (Electronic Learning Products, 2006) embedded within a heterogeneous music classroom. Measured by the Qualitative Reading Inventory-4 (QRI-4) (Leslie & Caldwell, 2006), the fluency, word recognition, comprehension, and instructional reading level of the treatment students n = 32 were compared to their counterparts n = 32 who sang as part of the regular music program. Concurrently, this investigation also provided a description of the peers' interactions during the literacy tasks assigned by the music teacher. The study findings indicated that the middle school students of varying reading levels significantly improved in their reading scores through the use of this technological approach. Students using the interactive sing-to-read program Tune Into Reading significantly outscored their counterparts who were rereading through singing in the regular music classroom. Furthermore, the use of the interactive program provided opportunities for differentiated reading level achievement. This in turn highly influenced the early adolescent's motivation, engagement, participation, and successful outcomes in reading fluency.
Abstractor: As Provided
Number of References: 47
Entry Date: 2016
Accession Number: EJ1098646
Database: ERIC
FullText Text:
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  Data: Reading Fluency through Alternative Text: Rereading with an Interact Sing-to-Read Program Embedded within a Middle School Music Classroom
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  Data: <searchLink fieldCode="SO" term="%22Journal+on+School+Educational+Technology%22"><i>Journal on School Educational Technology</i></searchLink>. Jun-Aug 2008 4(1):24-35.
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  Data: i-manager Publications. 3-343 Hill View, Town Railway Nagar, Nagercoil 629001, Tamil Nadu, India. Tel: +91-4652-276675; e-mail: info@imanagerpublications.com; Web site: http://www.imanagerpublications.com
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  Data: <searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: 0973-2217
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Singing exaggerates the language of reading. The students find their voices in the rhythm and bounce of language by using music as an alternative technological approach to reading. A concurrent mixed methods study was conducted to investigate the use of an interactive sing-to-read program Tune Into Reading (Electronic Learning Products, 2006) embedded within a heterogeneous music classroom. Measured by the Qualitative Reading Inventory-4 (QRI-4) (Leslie & Caldwell, 2006), the fluency, word recognition, comprehension, and instructional reading level of the treatment students n = 32 were compared to their counterparts n = 32 who sang as part of the regular music program. Concurrently, this investigation also provided a description of the peers' interactions during the literacy tasks assigned by the music teacher. The study findings indicated that the middle school students of varying reading levels significantly improved in their reading scores through the use of this technological approach. Students using the interactive sing-to-read program Tune Into Reading significantly outscored their counterparts who were rereading through singing in the regular music classroom. Furthermore, the use of the interactive program provided opportunities for differentiated reading level achievement. This in turn highly influenced the early adolescent's motivation, engagement, participation, and successful outcomes in reading fluency.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
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  Data: 47
– Name: DateEntry
  Label: Entry Date
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  Data: 2016
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1098646
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1098646
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 24
    Subjects:
      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Music
        Type: general
      – SubjectFull: Music Education
        Type: general
      – SubjectFull: Mixed Methods Research
        Type: general
      – SubjectFull: Word Recognition
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Music Teachers
        Type: general
      – SubjectFull: Music Reading
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Singing
        Type: general
      – SubjectFull: Early Adolescents
        Type: general
      – SubjectFull: Poetry
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Standardized Tests
        Type: general
      – SubjectFull: State Standards
        Type: general
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Control Groups
        Type: general
      – SubjectFull: Experimental Groups
        Type: general
      – SubjectFull: Informal Reading Inventories
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Observation
        Type: general
      – SubjectFull: Reading Programs
        Type: general
      – SubjectFull: Florida
        Type: general
      – SubjectFull: Florida Comprehensive Assessment Test
        Type: general
    Titles:
      – TitleFull: Reading Fluency through Alternative Text: Rereading with an Interact Sing-to-Read Program Embedded within a Middle School Music Classroom
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