Abstract
Fourth-grade classes from three elementary schools were used as subjects in this study. Two classes were given an experimental instruction program in rhythm reading based on the methods of Mary Helen Richards. Two other classes were given an experimental instruction program based on methods developed by Edwin Gordon. The remaining two classes were used as a control group. After the five-month instructional period, subjects' scores were compared on pre- and posttest measures of musical aptitude and rhythm reading achievement. Significant gains in overall rhythm reading were made by the aggregated experimental classes as compared to the control classes. Significant relationships between certain pre- and posttest scores on subtest of the measures also were found for experimental subjects. Although the Gordon approach appeared to be better than the Richards approach in the development of performance achievement, this result was not clearcut.
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