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The purpose of this study was to investigate the§effectiveness of §iconic-based rhythmic instruction on middle school §instrumentalists'' ability to read rhythms at sight in§the preparation §of music for sight-reading. One hundred thirty-one§middle school §students from 12 randomly assigned bands in the§Midwestern §United States provided data for a pretest-posttest§control-group §design.§Results from an analysis of covariance revealed that§no group §obtained a significant difference on the posttest§mean scores from §the rhythmic performance test after a nine-week§period. Because §results from individual schools showed considerable§variation, other §variables were observed to see if they were§significant. It was §indicated that a significant interaction between the§individual school §and the pretest to posttest measurement exists. In§light of these §findings, it is speculated that the key to improving§a student''s §rhythm-reading ability may be dependent not only on§the method, §but also on the quality of instructional delivery.
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