Instrumental Music Instruction as a Contingency for Increased Reading Behavior

This study examined two related problems: (1) Does contingent music instruction act as reinforcement for reading behavior in the classroom? (2) What is the effect of contingent music instruction on music performance achievement levels? Fifty-four subjects were selected from all fourth grade students in two inner-city schools. Selection was based on music aptitude, interest in playing a band instrument, parental interest, and classroom teacher's recommendation. Students from one school, the experimental group, were at least one year delayed in reading achievement. The control group, from the other school was at or above grade level in reading. All subjects received music instruction daily, noncontingently, during the baseline phases. During the two treatment phases, experimental subjects received music instruction only if they met contingent individual daily criteria in reading. Control subjects' music instruction was always received noncontingently. Analyses of the reading achievement data revealed a significant difference between groups at pretest and no difference at posttest. Analyses of pretest and posttest music performance achievement revealed no significant differences between groups. Music instruction was found to be an effective reinforcer for increasing daily reading performance.