Humphreys, Jere T.

Readability formulas are used widely in education, and increasingly in business and government. Over 30 years of research on more than 200 readability formulas has demonstrated moderate to strong predictive correlations with reading comprehension. In this study, five well-known readability formulas correlated highly with each other when applied to selected recent historical articles (N = 22) from two music education research journals. The mean level of difficulty (readability) for all 22 articles was grade 14.04, near the beginning of the second year of college. Since research shows that most people read below their highest completed school grade and also prefer easier materials, this is probably an appropriate level of difficulty for the presumptive readers of these two journals (i.e., holders of undergraduate and graduate degrees). Professors, librarians, and others responsible for guiding students toward reading material at appropriate levels of readability could benefit from these results.

||中文摘要
《音樂教育研究期刊》與《音樂教育歷史研究期刊》中部分文章的閱讀難度水準
Alexandra H. Humphreys
Arizona State University—Phoenix, U.S.A.
Jere T. Humphreys
Arizona State University—Tempe, U.S.A.
可讀性估算公式被廣泛運用在教育領域，而且在商業和政府部門的使用頻率與日俱增。在過去的30 年裏，
研究人員共研發了200 多種可讀性估算公式，這些公式所估算的可讀性指標與實際閱讀理解程度具有中度
或很強的相關性。本文使用了五種著名的可讀性估算公式來評估最近發表的22 篇音樂教育史文章，發現這
五種公式的計算結果有很強的相關性。這22 篇文章的平均閱讀難度水準是14.04， 接近大學二年級初期的
閱讀水準。由於先前的研究结果显示大部分人喜歡閱讀難度水準低於本人學歷水準的文章以及比較容易理
解的文章，這兩種期刊中文章的閱讀難度水準非常適合預計的閱讀對象（有學士學位和研究生學位的人）。
本文研究結果可能會對那些大學教授，圖書館員和其他負責指導學生閱讀的人員有所幫助。

Abstract: The purpose of this study was to examine relationships between pitch-matching and grade level, sex, ethnicity, and classroom teachers’ use of music among K-3 students (N = 289) taught by the same general music teacher. Portions of the data from a pitch-matching exercise that functioned as the music teacher’s roll-taking procedure during the 2005-06 school year were treated as pre- and post-tests. There were no significant pretest differences between ethnic groups (Hispanic, White, Other). There were significant pretest differences among classes taught by different classroom teachers, as well as the female students scoring significantly higher than males. Covariance analysis (pretest as covariate) revealed significant improvement by girls over boys on the posttest. There were no significant pretest differences among grade levels, suggesting a lack of carryover of pitch-matching skills from previous years, despite significant improvement (pre-post) for every grade level during the year under study. The boys performed poorly relative to girls in higher grades, though the interaction was not significant. Finally, the study revealed relationships between classroom teachers’ reported use of music and student gain scores (pre-post) in pitch-matching.

||VEZA IZMEĐU REPRODUKOVANJA ZADATOG TONSKOG NIZA I RAZREDA, POLA, ETNIČKE PRIPADNOSTI I METODA KORIŠĆENJA MUZIKE U NASTAVI NA PREDŠKOLSKOM UZRASTU I U PRVA TRI RAZREDA OSNOVNE ŠKOLE
Cilj rada je bio da se ispita veza između reprodukovanja zadatog tonskog niza i razreda koje dete pohađa, pola, etničke pripadnosti i načina na koji nastavnici razredne nastave koriste muziku u nastavi kod predškolske grupe i učenika od prvog do trećeg razreda (N = 289) kojima predaje isti nastavnik muzike opšteg smera. Podaci dobijeni na bazi vežbe za reprodukovanje zadatog tonskog niza koje je nastavnik muzike koristio u procesu prozivke učenika tokom školske 2005/06. godine su delom iskorišćeni kao predtestiranje i post-testiranje. U predtestiranju nije bilo značajnijih razlika među etničkim grupama (Hispanjolci, belci, ostali). Značajne razlike u predtestiranju evidentirane su između odeljenja kojima su predavali različiti nastavnici razredne nastave, a bilo je primetno i da su rezultati devojčica bili značajno viši u odnosu na dečake. Analizom kovarijanse (sa predtestiranjem kao kovarijantom) u post-testiranju je utvrđeno značajno poboljšanje kod devojčica u odnosu na dečake. U predtestiranju nije bilo značajnijih razlika između različitih razreda, što je sugerisalo da nije bilo prenošenja veštine reprodukovana zadatog tonskog niza iz prethodnih razreda, i pored značajnog poboljšanja (predtestiranje – post testiranje) u svakom razredu tokom referentne godine. Dečaci su imali slabije rezultate u odnosu na devojčice u višim razredima, iako interakcija nije bila važna. Konačno, studija je ukazala na vezu koja postoji između načina na koji su nastavnici razredne nastave koristili muziku u nastavi i napretka koji su učenici pokazali u pogledu reprodukovanja zadatog tonskog niza (predtestiranje – post-testiranje).