Date
8-29-2025
Department
School of Music
Degree
Doctor of Music Education (DME)
Chair
John Wilkerson
Keywords
music literacy, English literacy, acquisition, application, practices
Disciplines
Music
Recommended Citation
Lee, Madeline Ann, "The Impact of Modeling Music Literacy After English Literacy on Elementary Students’ Music Reading Abilities" (2025). Doctoral Dissertations and Projects. 7378.
https://digitalcommons.liberty.edu/doctoral/7378
Abstract
Although numerous studies have been conducted to determine music’s ability to improve student achievement in other content areas, integrating general education pedagogy practices for the purpose of enhancing music education has not received the same attention. Music and language share one of the strongest and most recognizable connections, yet parallels drawn between music and language do not typically extend to the pedagogy used to teach music literacy acquisition and application. This applied research study compared the music literacy abilities of students instructed using traditional music literacy practices to those instructed using techniques modeled after English literacy practices. To determine the impact of modeling music literacy acquisition and application after English literacy acquisition and application, this applied method included weekly instruction and assessment of two groups of students ranging from grades three through five over the course of six weeks. A control group learned through traditional music literacy acquisition and application, while an experimental group learned music literacy modeled after English literacy acquisition and application. Upon investigating the impact of approaching music literacy through the lens of English literacy, this study demonstrated that music literacy instruction modeled after English literacy instruction was most effective in teaching music literacy. Additionally, the study revealed that the music literacy skills of music symbol identification and composition showed the most significant improvement among elementary students. This work was necessary to combat the music literacy challenges educators face and determine a more effective means to navigate music literacy in an elementary setting.
