This study examined non-traditional methods in teaching spelling and vocabulary using music and rhythm in instruction. Students have been exposed to stimulus response approaches in learning spelling and vocabulary for most of their school careers. This method included adding a musical component to instruction as part of the students’ processing spelling and vocabulary words. Differences in learning styles, preferences, and degree of comprehension were noted. Results indicated that instruction using music had no effect on students’ test scores. While the results showed no effect, it is important to consider changing instruction to include music and other ways of learning for students no served by traditional methods of instruction.
","abstract_html":"<p>This study examined non-traditional methods in teaching spelling and vocabulary using music and rhythm in instruction. Students have been exposed to stimulus response approaches in learning spelling and vocabulary for most of their school careers. This method included adding a musical component to instruction as part of the students’ processing spelling and vocabulary words. Differences in learning styles, preferences, and degree of comprehension were noted. Results indicated that instruction using music had no effect on students’ test scores. While the results showed no effect, it is important to consider changing instruction to include music and other ways of learning for students no served by traditional methods of instruction.</p>","abstract_has_math":false,"creators":["Sundberg, Robert Eric"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1994,"date_issued":"1994-01-01T08:00:00Z","date_published":"1994-01-01T08:00:00Z","updated_at":"2026-07-24T02:05:12Z","subjects":["Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-print-theses/148","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Sundberg, Robert Eric"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-print-theses/148"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined non-traditional methods in teaching spelling and vocabulary using music and rhythm in instruction. Students have been exposed to stimulus response approaches in learning spelling and vocabulary for most of their school careers. This method included adding a musical component to instruction as part of the students’ processing spelling and vocabulary words. Differences in learning styles, preferences, and degree of comprehension were noted. Results indicated that instruction using music had no effect on students’ test scores. While the results showed no effect, it is important to consider changing instruction to include music and other ways of learning for students no served by traditional methods of instruction.
"]},{"key":"dc:title","label":"Title","values":["Teaching Spelling and Vocabulary to At Risk Students Utilizing the Musical/Rhythmic Intelligence"]}]}],"canonical_facts":{"dc:creator":["Sundberg, Robert Eric"],"dc:description.abstract":["This study examined non-traditional methods in teaching spelling and vocabulary using music and rhythm in instruction. Students have been exposed to stimulus response approaches in learning spelling and vocabulary for most of their school careers. This method included adding a musical component to instruction as part of the students’ processing spelling and vocabulary words. Differences in learning styles, preferences, and degree of comprehension were noted. Results indicated that instruction using music had no effect on students’ test scores. While the results showed no effect, it is important to consider changing instruction to include music and other ways of learning for students no served by traditional methods of instruction.
"],"dc:identifier":["https://scholar.dominican.edu/education-print-theses/148"],"dc:subject":["Education"],"dc:title":["Teaching Spelling and Vocabulary to At Risk Students Utilizing the Musical/Rhythmic Intelligence"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:05:12Z"}