The influence of movement activities on achievement in melodic pitch discrimination and language arts reading readiness skills of selected kindergarten music classes
The purpose of this study was to determine if the use of locomotor movement activities while singing action songs in the kindergarten music classroom would influence test scores on the melodic pitch discrimination test in music and the picture-word recognition test in language arts reading-readiness. This research study focused on movement education as a catalyst for interdisciplinary teaching by the early childhood music specialist in music and language arts reading-readiness. Following a six-week instructional period, data for the research population (N = 145) were collected using the Simons Measurements of Music Listening Skills (SMMLS), a standardized music test (K-3), and Smith's Picture-Word Recognition Test (PWRT), an unpublished teacher-made test. Analyses were conducted by using the SPSS computer statistical software package. Results from t-test analysis for independent samples showed that kindergarten students who received instruction through movement while singing action songs scored significantly higher on the SMMLS but did not score significantly higher on the PWRT than students who did not receive instruction through movement while singing action songs (level of significance =.025 for hypotheses 1 & 2). Correlation analysis for the kindergarten students who received instruction through movement while singing action songs did not reveal a positive correlation coefficient for test scores between the SMMLS and the PWRT.