Abstract
Six first-grade classes in two schools participated in a study to determine the effects of diatonic and/or pentatonic pitch pattern instruction, musical aptitude, and socioeconomic status on rote-singing achievement. Students in each school were divided into three experimental groups for an instructional period of four months, at the conclusion of which their individual singing performances of diatonic and pentatonic criterion songs were recorded. Judges' ratings of the students' performances, students' tonal aptitude level, and school environment composed the factors for an analysis of variance for each song. Results showed the group receiving a combination of diatonic and pentatonic pitch pattern instruction to have significantly higher performance scores than either the diatonic or pentatonic treatment groups, regardless of tonal aptitude or school environment.
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