An Approach to Teaching Sight-Reading: The Station Technique

The station learning technique is more effective than traditional teaching methods regarding academic achievement and student engagement. However, stations are not a typical method high school teachers use when teaching sight-reading in a choir classroom. This study investigated the implementation of the station learning technique in a high school choir setting. The participants were a single classroom of 17 students and two teachers. The data collection tools included student self-assessments, skill assessments, sight-reading rubrics, student and teacher surveys, and student and teacher focus group interviews. Qualitative data was analyzed and coded using the constant comparative method, and the quantitative data was analyzed using descriptive statistics. Results found the station learning technique effective for sight-reading skill acquisition in three targeted discrete skill areas. Additionally, this alternative learning method positively impacted students' perceptions of their skill proficiencies and had a positive reception among the teacher and student participants.