Contributions of Selected Music Skills to Music Sight Reading Achievement and Rehearsed Reading Achievement
type: CreativeWork
description: 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.
abstract: 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.
author: Miller, Ross Edwin
keywords: Music, Education, Music
date published: 2014-12-16T04:13:17Z
date modified: 2026-07-22T22:26:03Z
provider: University of Illinois - Urbana-Champaign
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Illinois at Urbana-Champaign

PropertyValue
property ID: Handle
value: http://hdl.handle.net/2142/70872