| The purpose of this quantitative, quasi-experimental study was to investigate the relationship between Kodaly-based music instruction and reading fluency in first-grade classrooms. Reading fluency and overall reading achievement were measured for 109 participants at mid-point in the academic year pre- and post treatment. Tests were carried out to assess (a) the impact of Kodaly-based music instruction on reading fluency, (b) potential gains in reading fluency resulting from Kodaly-based music instruction, and (c) the extent and direction of causality between Kodaly-based music instruction and overall reading achievement. A nonequivalent (pretest and posttest) control-group design was used to compare the means of posttest scores using an instrument (i.e., GORT-4) that measured both reading fluency and overall reading achievement for the experimental and control groups. An analysis of covariance (ANCOVA) allowed for the comparison of posttest fluency scores by holding constant pretest scores of the same variable. Statistical significance was found at the standard level (alpha = .05) and the idea that Kodaly-based music instruction is related to reading fluency achievement was further advanced. Realized reading fluency gains were found in the 50th and 75 th percentiles of the experimental group. Kodaly-based music instruction appeared to have enhanced student performance as it moved students from below average to average ratings and average to above average ratings according to GORT-4 guidelines. Although there were differences between groups in posttest scores of overall reading achievement, the impact of music instruction on overall reading achievement was not found to be statistically significant. Thus, the extent and direction of causality between Kodaly-based music instruction and reading achievement could not be strengthened by the study. |
