The purpose of this study was to investigate the ways that children engage in collaborative processes with adults and their peers in music sight-reading skill acquisition in a middle school chorus in the Southeastern United States. Intact groups of sixth-, seventh-, and eighth-grade choruses were assessed on melodic and rhythmic sight-reading using a quasi-experimental pretest/posttest non-equivalent control group design. The instruments to evaluate melodic and rhythmic sight-reading included an adapted version of the Vocal Sight-Reading Inventory and a researcher-developed Rhythmic Skills Hierarchy. A comparison of the effectiveness of three learning models on rhythmic and melodic sight-reading achievement occurred: teacher-only and two types of peer-assisted learning. Three Analyses of Covariance (ANCOVAs) compared differences between groups on adjusted posttest scores. There were significant differences between the teacher-only (T-O) and the symmetrical peer-assisted learning (SPAL) groups when compared to the asymmetrical peer-assisted learning group (APAL). The T-O and SPAL treatment types were effective learning models for melodic sight-reading achievement but with nonsignificant results on rhythmic sight-reading. Symmetrical peer-assisted learning strategies are a suggested practice as a complement to teacher-directed instruction.

中文翻译：

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同伴辅助学习对中学合唱团节奏和旋律视奏的影响


本研究的目的是调查儿童在美国东南部的一所中学合唱团中与成人及其同龄人在音乐视奏技能习得方面的合作过程。使用准实验前测/后测非等效对照组设计，对完整的六年级、七年级和八年级合唱组进行旋律和节奏视奏评估。评估旋律和节奏视奏的工具包括改编版的声乐视奏量表和研究人员开发的节奏技能层次结构。比较了三种学习模式对节奏和旋律视奏成绩的有效性：纯教师学习和两种类型的同伴辅助学习。三项协方差分析 （ANCOVA） 比较了各组之间调整后测分数的差异。与不对称同伴辅助学习组 （APAL） 相比，纯教师 （T-O） 组和对称同伴辅助学习 （SPAL） 组之间存在显著差异。T-O 和 SPAL 处理类型是旋律视奏成就的有效学习模型，但对有节奏视奏的结果不显著。对称的同伴辅助学习策略是一种建议的做法，作为教师指导教学的补充。