Dissertation/Thesis Abstract

Music and Compound Words
by Middleton, Theodora E., M.Ed., The University of Toledo, 2012, 89; 10835849
Abstract (Summary)

With the advent of the Common Core Curriculum, teachers will be asked to embed literacy into their lessons regardless of their content area. Fortunately for music educators, research indicates that music promotes literacy. Music is also a useful tool for regular classroom teachers.

Compound words are an area of difficulty for Emergent Readers, English Language Learners (ELL) and students with learning disabilities. Jean Berko Gleason (1958), a psycholinguist from Boston University, found children were not always aware of the separate elements of compound words. While some children noticed the separate elements, they often assigned meaning to these parts that were inaccurate or merely personal. While many music and literacy researchers agree that music promotes literacy, there is a gap between scholarly theory and useful classroom tools. This project focuses on approaching this gap by creating new modules that are easy to use in the elementary general classroom. Each module contains multiple compound words piggybacked onto well-known melodies. In addition, a newly created index of high-quality folk songs containing compound words is located in Appendix A.

Indexing (document details)
Advisor:
Commitee: Brakel, Timothy, Jex, David, Stover, Pamela
School: The University of Toledo
Department: Music Education
School Location: United States -- Ohio
Source: MAI 57/05M(E), Masters Abstracts International
Source Type: DISSERTATION
Subjects: Language arts, Music, Pedagogy, Education, Music education, Elementary education, Reading instruction
Keywords: Common core, Compound words, Elementary, General music, Literacy, Music
Publication Number: 10835849
ISBN: 978-0-355-97041-8
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