Thesis

Enhancing phonemic awareness through music integration in the primary grades

This project provides an analysis of phonemic awareness enhancement through co-equal music integration and examines the issue of teacher mandates that inhibit sufficient instruction time in other content areas such as music instruction. The research suggests that particular music skills can enhance phonological awareness such as, pitch, rhythm, and recognizing patterns in music. It has also been suggested that structured music and phonemic awareness programs can enhance students' awareness and response to sounds. Previous studies have supported the phenomenon that auditory skills required in language are similar to those required in music. Therefore, offering meaningful music-enhanced activities embedded in the literacy program will optimize the aural experience needed for phonological development and increase music daily music instruction time. This research project will look into the effectiveness of a co-equal music and phonemic awareness integration with primary grade children.

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