Contributions of Selected Music Skills to Music Sight Reading Achievement and Rehearsed Reading Achievement
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.
University of Illinois - Urbana-Champaign
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University of Illinois at Urbana-Champaign