Teaching Spelling and Vocabulary to At Risk Students Utilizing the Musical/Rhythmic Intelligence

<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>

Name thesis:degree_name

Master of Science

Level thesis:degree_level

Master's Thesis

Discipline thesis:degree_discipline

Education

Year

1994

Author dc:creator

• Sundberg, Robert Eric

• Education

Repository record dc:identifier

https://scholar.dominican.edu/education-print-theses/148

OAI identifier oai:identifier

oai:scholar.dominican.edu:education-print-theses-1147