%0 Journal Article
%T The Relationship of Pitch Sight
%A James L. Reifinger
%J Journal of Research in Music Education
%@ 1945-0095
%D 2018
%R 10.1177/0022429418756029
%X 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 used, including the Intermediate Measures of Music Audiation, Otis-Lennon School Ability Test, and Dynamic Indicators of Basic Early Literacy Skills. Sight-singing ability of second-grade students (N = 170) was individually assessed for pitch accuracy only using four-note tonal patterns following a 16-week instructional period and again 8 weeks later following a period of no practice. A factor analysis explained 62% of the variance across 13 variables, revealing correlated factors of Music Ability, Reading Ability, and Academic Ability. Regression analyses with individual variables as predictors indicated that significant variance in sight-singing achievement beyond that explained by pitch matching ability could be explained by reading comprehension ability. Similar results were found with both sight-singing tests. Findings are discussed in relation to Patel¡¯s shared syntactic integration resource hypothesis and the need to advocate for music education programs
%K sight-singing
%K reading comprehension
%K elementary children
%K music reading
%K advocacy for music education
%U https://journals.sagepub.com/doi/full/10.1177/0022429418756029