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...

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Main Authors: Sánchez, Giovanni, Duran Gisbert, David
Format: Artículo
Language: Inglés
Published: SAGE Publications Ltd 2022
Subjects:
Online Access: http://hdl.handle.net/11056/22532
id RepoUNACR22532
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_ 1724932240984506368
score 12.005577