Thesis Title

Teaching Spelling and Vocabulary to At Risk Students Utilizing the Musical/Rhythmic Intelligence

Graduation Date

Spring 1994

Document Type

Master's Thesis

Document Form


Degree Name

Master of Science

Program Name



This study examined non-traditional methods in teaching spelling and vocabulary using music and rhythm in instruction. Students have been exposed to stimulus response approaches in learning spelling and vocabulary for most of their school careers. This method included adding a musical component to instruction as part of the students’ processing spelling and vocabulary words. Differences in learning styles, preferences, and degree of comprehension were noted. Results indicated that instruction using music had no effect on students’ test scores. While the results showed no effect, it is important to consider changing instruction to include music and other ways of learning for students no served by traditional methods of instruction.

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