The purpose of this study was to determine if there was a significant

difference in students' individual sight-singing performance as a result of instruction using a non-aural-based method when compared with instruction employing the researcher-constructed aural-based Music Literacy for Secondary Choir method. Secondary research objectives addressed gains from pre- to posttest between the methods and whether individual sightsinging skills could be improved in an ensemble setting. Background variables, such as prior band or orchestra participation, piano lessons, instrument lessons, voice lessons, and church choir participation were compared with pretest and posttest scores, and percentage gains.

Students from five Oklahoma high school beginning choirs that

fulfilled specific selection criteria served as subjects in the study (N = 116). Two teachers were assigned a non-aural-based sight-singing method (Control group) and three teachers were assigned Music Literacy for Secondary Choir (Experimental group).Teachers taught their respective methods as assigned at the beginning of each class period for a duration of 30 lessons, one lesson per day. The researcher provided pre-instructional training for each teacher to ensure compliance with the methodology of the two methods.

Before the instructional period, the students were tested individually

to establish a sight-singing skills base assessment standard and ensure performance equality among all students before instruction. The student questionnaire assessing background music experience also was administered at that time. After 30 sight-singing lessons, the students were again administered the sight-singing assessment. No significant difference was found between the posttest sight-singing score means of students in the

Control group compared to students in the Experimental group

(p > .05). However, the Experimental group produced larger percentage pre- to posttest gains. All classes significantly improved their individual sight-singing scores (p < .05), indicating individual sight-singing skills can be improved in an ensemble setting. Students with prior instrument lessons other than piano had the lowest pretest mean. Students that participated in church choir had the highest posttest mean, and students with prior piano lessons

showed the largest pre- to posttest gain.