Abstract

Reading and music instruction can form a symbiotic relationship to positively impact lower-elementary literacy and increase student engagement. In this action research study, cross-curricular instruction between reading and music at the 2nd grade elementary level was taught by both the reading and music teacher. This study employed reading, rhythm, rhyme, instrumentation, writing, physical movement, and song to benefit students’ phonemic awareness while reading. Developmental Reading Assessments (DRAs) were used to measure student growth from the start of the study to its conclusion. These DRAs were used as pre- and posttests and were bookended around instruction using reading, rhythm, rhyme, instrumentation, writing, physical movement, and song in the regular and music classrooms. This type of cross-curricular instruction between reading and music reinforced learning in both classroom settings. Results revealed that co-planning reading and music instruction have a positive impact on fluency, comprehension, and student engagement, but that DRAs are not the most accurate tools to measure phonemic awareness.

Keywords: reading instruction, music instruction, elementary education, action research

How to Cite:

Moore, J. D., Simonyak, K. & Ruzicka, K., (2023) “The Symbiotic Relationship Between Reading and Music: A Natural Pedagogical Collaboration”, Networks: An Online Journal for Teacher Research 24(1). doi: https://doi.org/10.4148/2470-6353.1358