A Combined Music and Writing Program Helps Second Graders Learn to Spell

Autor/inn/en	Gaboury, Véronique; Lavoie, Natalie; Lessard, Andrée
Titel	A Combined Music and Writing Program Helps Second Graders Learn to Spell
Quelle	In: International Journal of Music Education, 38 (2020) 4, S.513-524 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gaboury, Véronique)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761420950982
Schlagwörter	Music Education; Writing Instruction; Grade 2; Elementary School Students; Spelling Instruction; Foreign Countries; French; Native Language Instruction; Intervention; Achievement Tests; Canada; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Musikerziehung; Schreibunterricht; School year 02; 2. Schuljahr; Schuljahr 02; Orthographieunterricht; Rechtschreibunterricht; Ausland; Französisch; Native language education; Muttersprachlicher Unterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kanada; WIAT; Eignungsprüfung; Eignungstest
Abstract	This quasi-experimental study aimed to assess the effects of a music and writing program on lexical spelling in Grade 2 elementary school students. A music and writing program was developed and tested in an experimental group (n = 24) comprising a Grade 2 class in a French-language elementary school in Québec (Canada). Another Grade 2 class at the same school served as a control group (n = 23). Both groups were assessed for lexical spelling in January and May. Group comparison of the post-test results on performance and progress in lexical spelling showed significantly better scores for the experimental over the control group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01