The effect of Movable-Do versus Fixed-Do sight reading systems on beginning choral students' melodic sight-reading accuracy
The purpose of this study was to determine what difference the use of Movable-Do and Fixed-Do sight reading systems has on beginning choral students' melodic sight reading accuracy. Subjects (N = 76), students that were in two in tact choir classes at a suburban Junior High School (n = 38), received nine identical fifteen-minute sight-reading lessons in the key of C major over a two week period. At the completion of these lessons, a pre-test was administered. Following the pre-test, additional sight-reading lessons were administered to the students in the key of C. Following these lessons, a post-test in the key of C was administered. Following the pre-test, additional sight-reading lessons were administered to the students in the key of F. Group A (n = 38) learned the key of F lessons utilizing the Movable-Do method of sight-reading. Group B (n = 38) learned the key of F lessons utilizing the Fixed-Do method of sight-reading. Following these lessons, a post-test in the key of F was administered. Results of the tests indicated that Group A (Movable-Do) had a significantly smaller negative gain sore than did group B (Fixed-Do) between the pre-test and the key of F post-test. These results suggest a pattern of student response that is inconsistent with the null-hypothesis that there would be no significant difference in student performance based on teaching method used (Movable-Do or Fixed-Do).