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pro vyhledávání: '"Jr. James L. Reifinger"'
Autor:
Jr. James L. Reifinger
Publikováno v:
General Music Today. 33:21-28
The teaching of music-reading skills has been cited as a neglected area of music education needing improvement. Music reading is the process of translating notation into sounds. Producing the notated sounds by singing, more specifically referred to a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ce7c8874537c22ce6529b725cea547cf
https://doi.org/10.1177/1048371319891419
https://doi.org/10.1177/1048371319891419
Autor:
Jr. James L. Reifinger
Publikováno v:
Update: Applications of Research in Music Education. 38:9-17
Developmental dyslexia, or specific reading disorder, is a reading impairment characterized by persistent difficulty in word recognition, decoding, and spelling skills in children despite having average or above academic performance in other areas. T
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c0c08d09e57edf46142127dae3882727
https://doi.org/10.1177/8755123319831736
https://doi.org/10.1177/8755123319831736
Autor:
Jr. James L. Reifinger
Publikováno v:
Music Educators Journal. 105:57-63
Music education is being explored by researchers as a means of improving hearing acuity for children with hearing loss, particularly those with cochlear implants. Music educators are uniquely positioned to contribute to this important endeavor. This
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c7a7f30d1746ba173dc1635a834a6369
https://doi.org/10.1177/0027432118809404
https://doi.org/10.1177/0027432118809404
Autor:
Jr. James L. Reifinger
Publikováno v:
Journal of Research in Music Education. 66:71-91
This study investigated correlates that might explain variance in beginning sight-singing achievement, including tonal discrimination, reading fluency, reading comprehension, and academic ability. Both curriculum-based and standardized tests were use
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8fdd201b499ba380cce3978dc1a1233a
https://doi.org/10.1177/0022429418756029
https://doi.org/10.1177/0022429418756029
Autor:
Jr. James L. Reifinger
Publikováno v:
General Music Today. 26:14-19
Students’ skill development in the production and discrimination of music pitches is a goal for most music education programs. The development of these skills can begin with students’ earliest music experiences. Music activities addressing pitch
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::af047b9fafeac3f4457697efe3df654e
https://doi.org/10.1177/1048371312442514
https://doi.org/10.1177/1048371312442514
Autor:
Jr. James L. Reifinger
Publikováno v:
Journal of Research in Music Education. 60:26-42
This study was designed to examine two aspects of sight-singing instruction: (1) solfège syllables versus the syllable loo for singing patterns and (2) the use of related songs (songs that began with tonal patterns being studied) as compared with un
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2010fcc1a5241ac3a9faad1e9b493eee
https://doi.org/10.1177/0022429411435683
https://doi.org/10.1177/0022429411435683
An Analysis of Tonal Patterns Used for Sight-Singing Instruction in Second-Grade General Music Class
Autor:
Jr. James L. Reifinger
Publikováno v:
Journal of Research in Music Education. 57:203-216
This research examined characteristics of a select group of tonal patterns to identify features that may affect the initial acquisition of skill in sight-singing pitch. Second graders ( N = 193) individually read and sang 25 tonal patterns on a sight
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1fd398a596574358922642e3e9ba41dd
https://doi.org/10.1177/0022429409343099
https://doi.org/10.1177/0022429409343099
Autor:
Jr. James L. Reifinger
Publikováno v:
Update: Applications of Research in Music Education. 25:15-27
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7e060632834bab9f468a467fab11557b
https://doi.org/10.1177/87551233060250010103
https://doi.org/10.1177/87551233060250010103