The Relationship Between Music Audiation and Reading Achievement Among Second Graders
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| Publicado en: | ProQuest Dissertations and Theses (2025) |
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ProQuest Dissertations & Theses
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| Acceso en línea: | Citation/Abstract Full Text - PDF |
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| Resumen: | The purpose of this quantitative correlational-predictive study was to investigate if, or to what extent, the sub-scales of music audiation (both tonal audiation and rhythmic audiation) predict reading achievement among second graders in the Midwestern United States. This study was built on Gardner’s theory of multiple intelligences and also informed by Gordon’s music learning theory. There were three research questions that were tested to determine whether tonal audiation and rhythmic audiation, collectively and individually predicted reading achievement. These included: RQ1: Did the sub-scales of music audiation (tonal audiation and rhythmic audiation) predicted reading achievement among second graders? RQ2: When controlling for rhythmic audiation, did tonal audiation predict reading achievement among second graders? RQ3: When controlling for tonal audiation, rhythmic audiation predict reading achievement among second graders? Based on the results of the standard multiple regression, the model was statistically significant, F(2, 53) = 5.65, p =.006, and R2 =.176. Tonal audiation, when controlling for rhythmic audiation, predicted reading achievement (β =.46, t = 2.72, p =.009); therefore, the null hypothesis H20 was rejected. Conversely, rhythmic audiation, when controlling for tonal audiation, did not predict reading achievement (β = -0.07, t = -0.42, p =.677), failing to reject the null hypothesis H30. It is recommended that auditory learning could significantly influence standardized testing if administrators and policymakers support this approach. |
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| ISBN: | 9798290950754 |
| Fuente: | ProQuest Dissertations & Theses Global |