Unit:
Department of Music StudiesLibrary of the School of Philosophy
Author:
Konstantakopoulou Angeliki
Dissertation committee:
Χρυσοστόμου Σμαράγδα, Καθηγήτρια. τμήμα Μουσικών Σπουδών ΕΚΠΑ.
Παπαδοπούλου – Μανταδάκη Σμαράγδα, Αναπληρώτρια Καθηγήτρια. ΠΤΔΕ, Παν/μιο Ιωαννίνων
Σωτηροπούλου – Ζορμπαλά Μαρίνα, Αναπληρώτρια Καθηγήτρια. ΠΤΠΕ Παν/μιο Κρήτης.
Πολίτης Δημήτρης, Αναπληρωτής Καθηγητής. ΤΕΕΑΠΗ, Παν/μιο Πατρών
Μουρίκη Αλεξάνδρα, Αναπληρώτρια Καθηγήτρια. ΤΕΕΑΠΗ, Παν/μιο Πατρών
Αναγνωστοπούλου Χριστίνα, Αναπληρώτρια καθηγήτρια. Τμήμα Μουσικών Σπουδών ΕΚΠΑ
Μαγουλά Ευγενία, Αναπληρώτρια Καθηγήτρια. ΠΤΔΕ Αθηνών
Original Title:
«Η χρήση ποιημάτων και τραγουδιών στη διδασκαλία ανάγνωσης στην Α΄Δημοτικού» Σχεδιασμός, εφαρμογή και αξιολόγηση εκπαιδευτικής παρέμβασης
Translated title:
The Use of Rhymed Poems and Songs in the Teaching of Reading in the First Grade : Design, Implementation and Evaluation of a Teaching Intervention
Summary:
This dissertation, grounded in the idea of the unity of Language and Music and its positive correlation in academic, emotional, and social domains when incorporated in the teaching process, analyzes the effects of a musical-pedagogical approach that embodies the reading and singing of rhymed poems on the Reading Acquisition of Greek-speaking First Grade Students (n=22).
The research employed qualitative methodology, combining the case study method with elements of action research and experimental intervention. Its aim was to examine the impact of the teaching intervention on the students’ reading skills and other domains. The students were tested on their phonological awareness at the beginning of the school year. For fifteen weeks, apart from working with the prose texts of the official textbook, the students practiced reading original rhymed poems designed for reading instruction in the First Grade. The oral reading performance of the students was measured in three different stages regarding the multidimensional aspects of reading fluency, while the various interactions were monitored until the end of the Second Grade.
The outcome of the teaching intervention and the analysis of the data showed that using a reading program based on poems and songs is not only possible, but can also have a positive impact on both a personal and group level. More specifically, the program was conducive to the development of fluent reading, regarding prosody, automaticity and reading comprehension skills; promoted intrinsic and extrinsic motivations, resulting in a pleasant classroom atmosphere and creating a positive image of the school among students; fostered collaboration and reinforced the cohesion of the team; stimulated the students’ aesthetic and cultural awareness; helped them to enhance their musical intelligence; and motivated further engagement with music and literature.
The dissertation discusses the intersection between Language, Music and Education. Proposals for future research include the implementation of the intervention in other educational contexts, such as special education, individualized instruction, and teaching of Greek as a second/foreign language.
Main subject category:
Language – Literature
Keywords:
Language and Music, Reading and Singing, First Grade, Case Study
Number of references:
204
