Date
12-16-2025
Department
School of Music
Degree
Doctor of Music Education (DME)
Chair
Eunice Nogueras
Keywords
Metacognition, self-awareness, self-evaluation, self-regulation, sight-reading
Disciplines
Education | Music
Recommended Citation
Kicklighter, Krystin M., "Examining the Role of Metacognitive Strategies in Sight-Reading Instruction: Insights from Middle School Chorus Teachers" (2025). Doctoral Dissertations and Projects. 7849.
https://digitalcommons.liberty.edu/doctoral/7849
Abstract
Sight-reading in middle school chorus classes is emphasized more heavily due to the standards of learning. Teachers use various approaches to teach sight-reading. One strategy teachers can use is metacognition during the sight-reading process. However, there is limited research on teachers' perspectives on metacognition in middle school. Metacognition involves self-awareness, self-evaluation, and self-regulation. By engaging in these activities, learners can gain better control over their thought processes. This is especially important for music educators, since music learning and practice involve many metacognitive concepts. This qualitative-hermeneutic study explored middle school chorus teachers' perceptions of sight-reading practice and how they incorporate metacognition into their teaching. The study involved interviewing middle school chorus teachers. Qualitative data from these interviews provided insights into sight-reading strategies and the use of metacognitive techniques related to sight-reading in chorus. The research examined the principles of metacognition, its potential significance for middle school choral educators, and how metacognitive skills are practically applied in the sight-singing curriculum for middle school choral students.
