Peer tutoring for improvement in rhythm reading fluency and comprehension
Peer tutoring in music education is an under-researched but burgeoning area of study. This study aims to assess the effects of the same-age peer tutoring project Ritmos en dos on rhythm reading fluency and comprehension. For this purpose, 24 students from the third grade of secondary education parti...
| Autores Principales: | Sánchez, Giovanni, Duran Gisbert, David |
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| Formato: | Artículo |
| Idioma: | Inglés |
| Publicado: |
SAGE Publications Ltd
2022
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| Materias: | |
| Acceso en línea: |
http://hdl.handle.net/11056/22532 |
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RepoUNACR22532 |
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| recordtype |
dspace |
| spelling |
RepoUNACR225322022-02-07T19:16:05Z Peer tutoring for improvement in rhythm reading fluency and comprehension Sánchez, Giovanni Duran Gisbert, David COOPERATIVE LEARNING MUSIC READING PEER TUTORING RHYTHM READING RHYTHM READING COMPREHENSION RHYTHM READING FLUENCY Peer tutoring in music education is an under-researched but burgeoning area of study. This study aims to assess the effects of the same-age peer tutoring project Ritmos en dos on rhythm reading fluency and comprehension. For this purpose, 24 students from the third grade of secondary education participated in the project. This research utilises a mixed-methods sequential explanatory design, combining (a) a pretest-posttest control group design, with (b) a qualitative study to understand the possible quantitative changes using the interactivity analysis model. Results confirm our hypotheses that students’ participation in the project improved their proficiency across rhythm reading fluency and comprehension. Regarding fluency, quantitative results show a significant improvement for the experimental group, but not for the control group; in comprehension, both groups show gains, but statistically significant differences favour the experimental group in the final comprehension level. Findings reveal different actions that might explain these improvements identified in the interaction between students. Regarding fluency, these actions were mainly related to pulse constancy and reading accuracy while in reading comprehension, students were found to carry out syntactic analysis and metacognitive reflection. Implications suggested from this study point to initial training and cooperative interaction as key elements to be tackled. Universidad Nacional, Costa Rica Universidad Autónoma de Barcelona, España Escuela de Música 2022-02-07T19:16:04Z 2022-02-07T19:16:04Z 2020-05-01 http://purl.org/coar/resource_type/c_6501 02557614 http://hdl.handle.net/11056/22532 10.1177/0255761419898313 eng Acceso embargado application/pdf SAGE Publications Ltd International Journal of Music Education Vol. 38 No. 2 299-312 2020 |
| institution |
Universidad Nacional de Costa Rica |
| collection |
Repositorio UNA-Costa Rica |
| language |
Inglés |
| topic |
COOPERATIVE LEARNING MUSIC READING PEER TUTORING RHYTHM READING RHYTHM READING COMPREHENSION RHYTHM READING FLUENCY |
| spellingShingle |
COOPERATIVE LEARNING MUSIC READING PEER TUTORING RHYTHM READING RHYTHM READING COMPREHENSION RHYTHM READING FLUENCY Sánchez, Giovanni Duran Gisbert, David Peer tutoring for improvement in rhythm reading fluency and comprehension |
| description |
Peer tutoring in music education is an under-researched but burgeoning area of study. This study aims to assess the effects of the same-age peer tutoring project Ritmos en dos on rhythm reading fluency and comprehension. For this purpose, 24 students from the third grade of secondary education participated in the project. This research utilises a mixed-methods sequential explanatory design, combining (a) a pretest-posttest control group design, with (b) a qualitative study to understand the possible quantitative changes using the interactivity analysis model. Results confirm our hypotheses that students’ participation in the project improved their proficiency across rhythm reading fluency and comprehension. Regarding fluency, quantitative results show a significant improvement for the experimental group, but not for the control group; in comprehension, both groups show gains, but statistically significant differences favour the experimental group in the final comprehension level. Findings reveal different actions that might explain these improvements identified in the interaction between students. Regarding fluency, these actions were mainly related to pulse constancy and reading accuracy while in reading comprehension, students were found to carry out syntactic analysis and metacognitive reflection. Implications suggested from this study point to initial training and cooperative interaction as key elements to be tackled. |
| format |
Artículo |
| author |
Sánchez, Giovanni Duran Gisbert, David |
| author_sort |
Sánchez, Giovanni |
| title |
Peer tutoring for improvement in rhythm reading fluency and comprehension |
| title_short |
Peer tutoring for improvement in rhythm reading fluency and comprehension |
| title_full |
Peer tutoring for improvement in rhythm reading fluency and comprehension |
| title_fullStr |
Peer tutoring for improvement in rhythm reading fluency and comprehension |
| title_full_unstemmed |
Peer tutoring for improvement in rhythm reading fluency and comprehension |
| title_sort |
peer tutoring for improvement in rhythm reading fluency and comprehension |
| publisher |
SAGE Publications Ltd |
| publishDate |
2022 |
| url |
http://hdl.handle.net/11056/22532 |
| _version_ |
1796096021630025728 |
| score |
12.040695 |