Music teachers’ perceptions: the role of music education in early literacy

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dc.contributor.author Holmberg, Susan D.
dc.date.accessioned 2010-08-13T15:06:27Z
dc.date.available 2010-08-13T15:06:27Z
dc.date.issued 2010-08-13T15:06:27Z
dc.identifier.uri http://hdl.handle.net/2097/4635
dc.description.abstract In the wake of No Child Left Behind Act (U.S. Department of Education, 2006), educational reforms focused on providing students with effective systematic instruction in reading skills have become a nationwide concern. Report findings from the National Reading Panel (National Institute of Child Health and Human Development, 2000), indicate the establishment of a high quality comprehensive reading curriculum must include the five key components of phonemic awareness, phonics, fluency, vocabulary, and comprehension to improve reading achievement. These essential elements, with emphasis on phonemic awareness and phonics skills beginning in pre-kindergarten, are instrumental in the acquisition of early literacy development. The purpose of this qualitative study was directed toward better understanding first grade general music teachers’ perceptions of the role of music education in the attainment of early literacy. Using a multi-site case study design to examine and present an analysis of nine public elementary school music educators from across a Midwestern state, each of which used one of the three elementary general music series currently published, resulted in this collective case study. Data indicated parallels focused on the five key reading components between music and language literacy development processes, with particular emphasis on aural discrimination skills to phonemic awareness. Further findings described the sequential sound before symbol pedagogical practice of music literacy development from the perspective of the nine general music educators to be similar to early reading skills progressions, as they experienced equivalent learning processes. Implications for the educational community and suggestions for further research were discussed. en_US
dc.language.iso en_US en_US
dc.publisher Kansas State University en
dc.subject Music education en_US
dc.subject 0522 en_US
dc.title Music teachers’ perceptions: the role of music education in early literacy en_US
dc.type Dissertation en_US
dc.description.degree Doctor of Philosophy en_US
dc.description.level Doctoral en_US
dc.description.department Curriculum and Instruction Programs en_US
dc.description.advisor Jana R. Fallin en_US
dc.subject.umi Education, Curriculum and Instruction (0727) en_US
dc.subject.umi Education, Early Childhood (0518) en_US
dc.subject.umi Education, Music (0522) en_US
dc.date.published 2010 en_US
dc.date.graduationmonth August en_US

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