Date of Award:

1973

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Family, Consumer, and Human Development

Advisor/Chair:

Carroll Lambert

Abstract

Language development of pre-school children was studied as it is related to a musical tutoring experience. Nine musical tutoring sessions, in addition to those of the regular curriculum, were given to the experimental group while the control group received no such tutoring experiences. The experimental group, at the conclusion of the musical tutoring sessions, scored significantly higher than the control group when tested on the specific language concepts stressed in the tutoring sessions. Because the findings were significant the hypothesis stated as, " ... there will be a significant difference between the experimental group, which will have the supplemental music tutoring experience, and the control group which will not have that experience," was held tenable.