Effect of Music on Reading Comprehension of High School Students Article Summary For this assignment, you will identify a published research article either
Effect of Music on Reading Comprehension of High School Students Article Summary For this assignment, you will identify a published research article either in the print literature or online in the Capella Library. Your article must be based on empirical (data-based) research; qualitative or purely descriptive research is not appropriate. Select a journal article in your career specialization that reports a correlation, a t test, a one-way ANOVA, or some combination of these test statistics. The library guides listed in the Resources area can help you to locate appropriate articles.
The intent of this assignment is to:
Expose you to professional literature in your discipline.
Provide practice in the interpretation of statistical results contained in an empirical (data-based) journal article.
Provide practice in writing and thinking in a concise and economical manner that is typical of scientific discourse.
I just need help filling the excel spreadsheet out using the information from the attached article. ENTER NAME HERE—>
SPECIAL REQUIRED WORKSHEET FOR U09A1
This worksheet is absolutely positively required.
2 other important notes:
(1) This worksheet is based on the journal article and instructions I posted in U
the original instructions for this assignment, NO OTHER ARTICLE will be accep
(2) In this assignment, you will ONLY be looking at the main test featured in the
gender, for example. We are not interested in that for the purposes of this assi
ONLY in the main test: the ONE-WAY ANOVA. If you’re not sure what I’m talkin
note the variables below. So, please answer all the questions below with the m
Section 1 – DATA CONTEXT:
In this section, you’ll be m
example, we are not looking at that in this assignment.
should be able to figure it out from the article itself. If you still can’t, then please no
Variable
Presence of Music (Whether Music Was Played) =
Reading Comprehension Scores =
What is the overall sample size?
Section 2 – TESTING ASSUMPTIONS:
In this section, you’ll be using drop
Section 2 – TESTING ASSUMPTIONS:
In this section, you’ll be using drop
of a ONE-WAY ANOVA (which is, of course, the main test used in the article). You’ll have
assumptions here.
Assumptions
Independence of observations
Outcome (or dependent) variable is quantitative and
normally distributed
Homogeneity of variance
Variables are linearly related
The numbers look pretty in pink font
Presence of bivariate outliers
Section 3 – RESEARCH QUESTION, HYPOTHESES,
are analyzing the main One-Way ANOVA in the study, the one that relates the variables s
Articulate a research question relevant to the main
statistical test
Articulate the null hypothesis
Articulate the alternative hypothesis
Specify the alpha level
(The alpha level can be inferred from the article, though it isn’t explicitly stated. If y
Section 4 – RESULTS AND INTERPRETATION:
evaluating the main One-Way ANOVA in the article. If you’re not sure what that is, please
Fill in the blanks to report the results from the main One-Way ANOVA you saw in the
F value =
p-value =
effect size (eta2) =
Select answers from the drop-down boxes to interpret the main One-Way ANOVA yo
Degrees of freedom =
Is the effect size big or small? Use Table 5.2 in
Warner (2013) to help you.
Based on the results of the ANOVA, should the null
hypothesis be rejected?
Section 5 – CONCLUSION:
In this section, you’ll be using drop
What is the primary conclusion that can be drawn from the main test in this study?
Please
What was a strength of the study as reported in the article?
Please
What is the main limitation of the study as reported in the article?
Please
Hold on! You’re not done. You still have 22 question
(and your name is one of them)
SHEET FOR U09A1 – Journal Article Assignment
y required. In fact, it is the ONLY thing you’ll need to submit for this assignment. No other D
urnal article and instructions I posted in Updates / Handouts. You must answer based on
nment, NO OTHER ARTICLE will be accepted for this assignment.
be looking at the main test featured in the article. We are NOT interested in the oth
ested in that for the purposes of this assignment. It also talks about correlations; w
ANOVA. If you’re not sure what I’m talking about, you should be able to figure it out from th
answer all the questions below with the main test alone in mind.
his section, you’ll be making choices from drop-down menus. Remember that even though the artic
signment. We are ONLY LOOKING at the main test in the article: the ONE-WAY ANOVA. If you
icle itself. If you still can’t, then please note the variables below. Those should help.
ONS:
What kind of Variable Is This?
Please select a choice
Please select a choice
Please select a choice
In this section, you’ll be using drop-down menus to choose ‘yes’ or ‘no’. Please note that th
ONS:
In this section, you’ll be using drop-down menus to choose ‘yes’ or ‘no’. Please note that th
the main test used in the article). You’ll have to call upon your own learning from the course materia
Select ‘Yes’ for each assumption that needs to be satisfied
when conducting the main test (the ONE-WAY ANOVA) featured
in the article
Please select a choice
Please select a choice
Please select a choice
Please select a choice
Please select a choice
Please select a choice
ON, HYPOTHESES, AND ALPHA LEVEL:
In this section, you’ll be using drop
he study, the one that relates the variables specified in Section 1.
Please select a choice
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Please select a choice
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Please select a choice
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Please select a choice
rticle, though it isn’t explicitly stated. If you get stuck, just list the typical alpha level and you
RPRETATION:
In this section, you’ll be using drop-down menus and you’ll be filling
article. If you’re not sure what that is, please see instructions all the way at the top of this workshee
the main One-Way ANOVA you saw in the article.
to interpret the main One-Way ANOVA you saw in the article.
Please select a choice
Please select a choice
Please select a choice
section, you’ll be using drop-down menus
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Please select a choice
ed in the article?
Please select a choice
reported in the article?
Please select a choice
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t correlations; we aren’t interested in those either. We are interested
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that even though the article talks about gender as a variable, for
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ose should help.
What is the Scale of the Variable?
Please select a choice
Please select a choice
or ‘no’. Please note that the article does not talk about the assumptions
or ‘no’. Please note that the article does not talk about the assumptions
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School Psychology Quarterly
2010, Vol. 25, No. 3, 178 187
© 2010 American Psychological Association
1045-3830/10/$12.00 DOI: 10.1037/a0021213
Effect of Music on Reading Comprehension of Junior
High School Students
Stacey A. Anderson and Gerald B. Fuller
This document is copyrighted by the American Psychological Association or one of its allied publishers.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
Walden University
This quantitative study was an investigation of the effect of lyrical music on reading
comprehension by adolescents. Existing research has produced results that range from
concluding such distraction may be detrimental to finding it could be helpful. The
reading comprehension subtest of the Gates-MacGinitie Reading Tests, 4th edition
(MacGinitie, MacGinitie, Maria, & Dryer, 2000) was administered to 334 7th- and
8th-grade students. Testing was conducted under two conditions: a nonmusic environment, and with accompanying music comprising Billboard Magazines (2006) top hit
singles. Following the music portion of the test, students completed a survey to assess
any preference for or against listening to music while studying. Results of an analysis
of variance showed performance declined significantly when listening to music. A point
biserial correlation illustrated a pronounced detrimental effect on comprehension for
students exhibiting a stronger preference for listening to music while studying. Results
are important for understanding influences on study habits, with the goal of helping
educators and school psychologists design support systems tailored to the needs of
adolescents.
Keywords: reading comprehension, music, popular lyrical music, junior high school students,
adolescents
One of the challenges of modern educational
reform, as posited in scholarly literature (Luttrell & Parker, 2001; Rothstein & Jacobson,
2006) and the popular press, is to improve the
basic literacy of children and adolescents. However, scores on national achievement tests indicate students in recent years did not perform
significantly better than did students in past
decades (Schneider, 2007). This is the case despite numerous attempts by educators to improve student reading and writing through approaches that have ranged from changing the
physical conditions of the classroom (Hong,
Milgram, & Rowell, 2004) to increasing students motivation (Irwin, 2003) or their capacity
for self-regulation (Raffaelli, Crockett, & Shen,
2005), to using music to promote adolescent
identity development (Boehnke, Mu?nch, &
Hoffmann, 2002).
Stacey A. Anderson and Gerald B. Fuller, College of
Social and Behavioral Sciences, School of Psychology,
Walden University, Minneapolis, Minnesota.
Correspondence concerning this article should be addressed to Stacey A. Anderson, 11311 Stephanie Drive,
Yuma, AZ 85367. E-mail: drsaanderson@gmail.com
The purpose of the present study was to explore what impact, if any, listening to popular
lyrical music while concurrently performing a
cognitively complex task might have on students comprehension of study material, and
thus indirectly on basic literacy. Students often
claim they can study effectively while listening
to music (Patton, Stinard, & Routh, 1983). At
the same time, concerned educators and parents
intuitively believe listening to music might create a distraction that could interfere with comprehension. In fact, research results are mixed.
Oswald, Tremblay, and Jones (2000) found a
significant deterioration in reading comprehension when distracters such as music or speech
were present, whereas Hallam, Price, and Katsarou (2002) reported a beneficial effect. Boyle
and Coltheart (1996) and Pool, Koolstra, and
Van Der Voort (2003) claimed no clear effect of
music or verbal noise on performance. The
present study addressed these issues by testing
three hypotheses: (a) a difference exists between reading comprehension scores completed
in the environment without music and scores
obtained with lyrical music playing in the background; (b) a gender difference exists regarding
the reading comprehension scores completed in
178
EFFECT OF MUSIC ON READING COMPREHENSION
the environment without music and scores obtained with background music; and (c) a relationship exists between degree of preference for
studying with music and scores obtained on a
reading comprehension test completed in either
the environment without music or with music
playing in the background.
This document is copyrighted by the American Psychological Association or one of its allied publishers.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
Background
Researchers who have investigated the effects of sound on comprehension have approached the problem from a variety of perspectives (Weinstein & Weinstein, 1979). A review
of relevant literature reveals two opposing theoretical perspectives with respect to the question of whether background music necessarily
distracts from cognitive tasks. Although many
empirical studies appear to support the position
that distraction is likely, at least to some extent,
the opposite perspective thus far has not been
conclusively discounted.
According to neuropsychological research,
when an individual listens to music, the brain
processes the lyrics and melodies independently
(Besson, Fa??ta, Peretz, Bonnel, & Requin,
1998). This lends support to the notion that not
only are these two types of listening competitive
functions, but they are likely to compete with
additional demands on the brain, such as those
posed by studying. Similarly, the limited capacity model (Broadbent, 1958) has been cited as a
framework to explain the negative effects of
competitive tasks on concentration. Proponents
of the limited capacity model argue that attempting to carry out two tasks that draw on
inherently limited cognitive resources will work
to the detriment of one or both (Pool et al.,
2003). Pool et al. argued that attempting to
accomplish two tasks simultaneously exceeds a
persons capacity for attention, while others
contended that the decisive factor is not whether
the cognitive capacity is exceeded, but rather
that performance declines when both tasks involve processing the same types of information
(Bourke, Duncan, & Nimmo-Smith, 1996).
Various studies of reading comprehension in
the presence of distractions have focused on
understanding the cognitive and/or emotional
processes that occur while listening to music.
Oswald et al. (2000) studied the disruptive effects of meaningful and meaningless speech on
comprehension. Both types of speech were
179
found to be equally disruptive, suggesting that
distraction by speech may have complex elements, leading to a significant difference between distraction resulting from listening and
that resulting from merely hearing. In terms of
adolescents studying with background music,
the findings by Oswald et al. suggest students
may attend to lyrics discriminately, varying
their attention when listening to familiar versus
unfamiliar lyrics, or to preferred musical artists
versus those in which they have less interest.
Many of the relevant studies provide only
weak support for the idea that music can be
distracting to students. For example, Boyle and
Coltheart (1996) investigated the degree to
which irrelevant sounds disrupted reading comprehension and short-term memory tasks, and
found lyrical as well as instrumental music affected performance of both types of tasks negatively, but not significantly. Paulhus, Aks, and
Coren (1990) found a clear correlation between
visual and auditory distractibility, but no relationship between either type of distractibility
and performance. These researchers suggested
adolescents responses to music may reflect the
emotions invoked by music, rather than serve as
proof music is a direct distraction.
Pool et al. (2003) did not find support for the
hypothesis that music interferes with learning
when they looked at soap operas as the disruptive variable in a study of 8th-grade reading
comprehension. They reported that when students only heard the audio of an episode, they
were not distracted, suggesting sound poses less
competition than does visual imagery during
comprehension tasks. This raises the question of
whether the type of music selected influences
the extent to which the music itself arouses
attention. Furnham and colleagues also failed to
support this hypothesis through studies that produced conflicting results. In an early study, TV
was found to significantly distract from performance (Furnham, Gunter, & Peterson, 1994),
whereas studying with music as the distracting
element produced no positive or negative effects on performance when compared with performance in quiet conditions, even when the
music varied in complexity (Furnham & Allass,
1999). Participants were college students, who
might be expected to be less easily distracted
than adolescents. However, in subsequent research, also with college students, Furnham and
Strbac (2002) compared the difference in dis-
This document is copyrighted by the American Psychological Association or one of its allied publishers.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
180
ANDERSON AND FULLER
traction between music and noise in the background while participants attempted a reading
comprehension task and found both music and
noise were equally distracting.
While most research has focused on determining the disruptive effect of music and other
sounds while studying, some educators have
explored the potential of music to enhance cognitive performance. Savage (2001) found evidence that listening comprehension and reading
comprehension involve similar cognitive processes, and posited this similarity implies the
tasks are not necessarily competitive, thus supporting the notion that music could be educationally enhancing. The typical approach of
such research has been to introduce different
types of music as stimuli under experimental
conditions. For example, Hallam et al. (2002)
studied students perceptions of the characteristics of background classical instrumental music
pleasant or unpleasantwhile they performed
reading and computation tasks in a classroom
environment and concluded that music influenced performance through arousal and mood,
rather than as a result of distraction. Although
the study was conducted in a classroom, the
authors acknowledged that the use of music in
the home may be even more important to students learning, and suggested parents take an
active role in monitoring music when their children are engaged in learning activities at home.
Carlson, Hoffman, Gray, and Thompson (2004)
took this premise a step further by using relaxation exercises accompanied by music to determine whether reading performance could be
improved in a 3rd-grade classroom. The study,
which used a vibroacoustic chair that allowed
the student to feel the vibrations of the music,
did indeed demonstrate that relaxation with music can improve reading performance.
A body of research on homework sheds light
on the students perspective. Hong et al. (2004)
offered a conceptual model of homework organized along dimensions of motivation and preferences, including those related to surroundings,
including auditory, visual, tactile, kinesthetic,
and mobility qualities, and reported that motivated and persistent students expressed a preference for background sound while doing
homework. Students with weaker motivation
and a tendency to delay doing homework preferred a quiet, dimly lit environment. Patton et
al. (1983) reported somewhat different findings.
These researchers assessed student perceptions
of the effects of TV, radio, or stereo on the
degree of distraction from reading, writing, and
math tasks, and found nearly all participants
reported that no matter what the task, they usually had the TV, radio, or stereo playing while
they did homework. The students preferred a
quiet room for a reading assignment, but not
necessarily for a math assignment or assignment
involving both reading and writing. Patton et al.
found a clear difference between student perceptions of the effects of distractions and the
decision to do homework with or without such
distractions. Students acknowledged that a quiet
room probably would be a better environment,
but still preferred doing homework where a TV,
radio, or stereo was on, or where others were
present. Stålhammar (2003), who studied the
spatial distinctions adolescents make during
music listening experiences, found students preferred to listen in an individual space (i.e., alone
or with headphones, rather than with peers)
when they were feeling strongly about something, or when they wanted to relax or think,
lending support to the idea that these student
view music as enhancing their study habits.
Little research is available that clarifies possible gender differences in the context of the
effects of music on academic performance, although a great deal has been written about the
influence of music on adolescent identity development and the role of popular culture in that
development (Lowe, 2003), as well as the influence of friends tastes and other social factors
on music preferences (Hurtes, 2002). One area
of research in particular, that focused on selfregulation, holds relevance for the present
study. Raffaelli et al. (2005) found that girls had
better self-regulato…
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