Attitudes of Music Educators Toward the Teaching of Language Reading Skills in the Music Classroom

Abstract

The purpose of this study was to determine the attitude of Ohio music educators toward the teaching of language reading skills. Survey research methods were employed to obtain the desired data. A 27-item questionnaire meant to quantify respondents' attitudes and collect pertinent demographic information was created by the researchers, validated by experts, and pilot tested with a small group of music teachers. The questionnaire was sent to a sufficiently-sized, random sample of n = 361 music teachers in Ohio. Usable returns were received from 257 teachers, resulting in a response rate of 71.2%. The attitude of Ohio music teachers toward the teaching of language reading skills was determined to be favorable, with a mean attitudinal score of M =69.6 and standard deviation of s = 11.8. Significant differences between teachers serving in urban, suburban, and rural schools were revealed. Significant differences were also discovered between men and women and between choral music educators and instrumental music educators. Inadequate training and a lack of instructional time were identified as the primary obstacles that prevent music teachers from teaching language reading skills in their music classes.

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