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DISSERTATION EXAMINING RELATIONSHIPS AMONG RHYTHM APTITUDE, RHYTHM ACHIEVEMENT, AND READING ACHIEVEMENT The purpose of this research was to explore the relationships between audiation-based music achievement and reading comprehension achievement. The problems of this study were to examine the relationships between 1) rhythm aptitude and reading comprehension achievement and 2) rhythm pattern achievement and reading comprehension achievement. Students in Grades I through 3 were administered Primary Measures of music Audiation; students in Grades 4 and 5 were administered Intermediate Measures of Music Audiation (Gordon, 1986). Subsequently, each student (N = 274) received 30 minutes of music instruction weekly for 24 weeks. During the first 10 minutes of music instruction, each student received tonal pattern instruction or rhythm pattern instruction, followed by 20 minutes of a capella and piano-accompanied singing, rhythm, and movement activities. Based on Pearson Product-Moment Correlation analyses, relationships between rhythm aptitude scores and reading comprehension achievement scores were statistically Based on Pearson Product-Moment Correlation analyses, relationships between significant for Grade I(r=.3 I, p <.01), for Grade 3 (r=.33,p <.05), and for Grade 4 (r = .30, p < .05). Those relationships offered modest practical significance. The percentage of variance in reading comprehension achievement scores accounted for by rhythm aptitude scores was: 1) 10% in Grade 1, 2) 11% in Grade 3, and 3) 9% in Grade 4. To Order: Enter Order Number: 3052043 at http://wwwlib.umi.com/dxweb/gateway Look forward toBlessing you! © 2005 Rockin’ Rhyme Story Time 766 Hailey’s Ferry Road, Lilesville, NC 28091, (Fax)
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