Date of Award
12-2008
Degree Name
Master of Music
Department
Music
First Advisor
Dr. Brian L. Wilson
Second Advisor
Edward A. Roth
Third Advisor
John Lychner
Access Setting
Masters Thesis-Open Access
Abstract
Reading and writing is the key to all learning, and providing children with effective literacy practices is one of the primary goals of educational systems. The purpose of this study was to identify the current trends and common approaches of professional music therapists who incorporate literacy learning into their practice. A total of 192 participants responded and completed the survey entitled Music and Literacy: Current trends and common approaches of music therapists. The study investigated if music therapists address the specific areas of literacy (vocabulary, comprehension, fluency, phonemic awareness, and phonics) that had been identified through a review of literature. It also obtained information on what music therapy interventions were used to address those specific areas of literacy, as well as how the effectiveness of these interventions was measured. The results of the study revealed that vocabulary and comprehension were most frequently addressed within music therapy interventions. The same music therapy interventions also seemed to be used to address all of the sub-areas of literacy. The results also indicated that referrals and collaboration with other professionals, parents, and caregivers were important to music therapists in determining the effectiveness of their music therapy interventions in relation to literacy skills.
Recommended Citation
Palmieri, Julie A., "Music and Literacy: Current Trends and Common Approaches of Music Therapists in Early Childhood and School Settings" (2008). Masters Theses. 641.
https://scholarworks.wmich.edu/masters_theses/641