Music Training and Reading Readiness

2011 ◽  
Vol 29 (2) ◽  
pp. 157-163 ◽  
Author(s):  
Christine D. Tsang ◽  
Nicole J. Conrad
Keyword(s):  
Phonological Awareness ◽  
Auditory Processing ◽  
Reading Ability ◽  
Reading Skills ◽  
Music Perception ◽  
Music Training ◽  
Cognitive Domains ◽  
Early Reading Skills ◽  
Reading Abilities ◽  
Age Range

several reports have noted significant associations among phonological awareness, early reading skills, and music perception skills in young children. We examined whether music processing skills differentially predicted reading performance in a broad age range of 69 children with and without formal music training. Pitch perception was correlated with phonological awareness, a finding consistent with the hypothesis that basic auditory processing skills underlie the association between music and reading abilities. Nevertheless, the correlation between music skills and reading skills was affected by the presence of formal music training: pitch discrimination predicted reading ability only in children without formal music training. Studies examining the association between music perception and reading (and perhaps other cognitive domains as well) should not ignore the factor of music training.

THE RELATION BETWEEN MUSIC AND PHONOLOGICAL PROCESSING IN NORMAL-READING CHILDREN AND CHILDREN WITH DYSLEXIA

2008 ◽  
Vol 25 (4) ◽  
pp. 383-390 ◽  
Author(s):  
MARIE FORGEARD ◽  
GOTTFRIED SCHLAUG ◽  
ANDREA NORTON ◽  
CAMILLA ROSAM ◽  
UDITA IYENGAR ◽  
...  
Keyword(s):  
Phonological Processing ◽  
Reading Skills ◽  
Music Perception ◽  
Strong Relationship ◽  
Past Research ◽  
Music Intervention ◽  
Music Training ◽  
Music And Language ◽  
Normal Reading ◽  
Reading Abilities

PAST RESEARCH HAS SHOWN THAT MUSIC and language skills are related in normal-reading children as well as in children with dyslexia. In both an ongoing longitudinal study with normal-reading children and a pilot study with children with dyslexia, we found a strong relationship between musical discrimination abilities and language-related skills. In normal-reading children, musical discrimination predicted phonological and reading skills (Studies 1 and 2). These relationships were stronger in children with music training than in control children without music training. In children with dyslexia,musical discrimination predicted phonological skills, which in turn predicted reading abilities (Study 3). Furthermore, normal-reading children with music training surpassed both normal-reading controls and children with dyslexia in melodic discrimination. Controls also outperformed children with dyslexia (Study 4). Taken together, these findings suggest that a music intervention that strengthens the basic auditory music perception skills of children with dyslexia may also remediate some of their language deficits.

Morphological Awareness and Prosodic Sensitivity in the Development of Advanced Reading Skills

2017 ◽  
Author(s):  
Ellie Clin
Keyword(s):  
Phonological Awareness ◽  
Reading Ability ◽  
Reading Skills ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Language Abilities ◽  
Early Reading Skills ◽  
Sound Structure ◽  
Prosodic Sensitivity ◽  
Stress Patterns

That language abilities and literacy abilities are intrinsically linked is a well-founded conclusion, driven by the past three decades of research examining reading development. Although the effects of phonological awareness (PA) - the conscious ability to manipulate the sound structure of one’s native language - in developing successful early reading skills are well-known, its predictive abilities attenuate rapidly as development progresses. Accordingly, more recent research has also examined the influence that other linguistic skills present. The present study examines how morphological awareness (MA) - the conscious understanding of how words can be created by using different morphemes, the meaningful units of language - and prosodic sensitivity (PS) - the perception of how stress patterns in English can change the meaning of a word or phrase - affect the reading skills of children in grades 3, 5, and 7 from the Kingston area. Each child was given three batteries of tests, comprised to measure the child’s abilities in reading, MA, PS, PA, language comprehension, memory, general intelligence, and other skills. Our results show that both morphological awareness and prosodic sensitivity are significant predictors of reading skills, above and beyond the significance of phonological awareness, and after controlling for other skills such as memory and intelligence. Such findings are critical to improving our understanding of how reading ability develops in children and how we as researchers may be of aid to improving the skills of children struggling to learn literacy skills.

First and foreign language early reading abilities: The influence of musical perception

2018 ◽  
Vol 47 (2) ◽  
pp. 213-224 ◽  
Author(s):  
Maria Gomez-Dominguez ◽  
M. Carmen Fonseca-Mora ◽  
Francisco H. Machancoses
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Phonemic Awareness ◽  
Structural Equation ◽  
Reading Skills ◽  
Music Perception ◽  
First Language ◽  
Early Reading ◽  
Early Reading Skills ◽  
Reading Abilities

There is a growing body of literature that recognises how music perception affects first-language learning, but much less is known about its influence on foreign-language reading skills. The purpose of this paper is to examine the effect of music perception abilities on the acquisition of some foreign early reading skills based on their transference from first language. Data for this study were collected from 63 Spanish-speaking English-language learners studying second grade of primary school. We used a music perception test and the Early Grade Reading Assessment battery, which measures early reading skills in both languages. A mediation analysis using structural equation modelling was performed, integrating music perception and letter-sound knowledge, initial sound identification, and familiar word and pseudoword reading in Spanish and English. This research provides new insights into how music perception affects early reading skills in both languages. These findings indicate a transfer of music perception abilities to first-language alphabetic principle, phonemic awareness and word recognition skills that affect foreign language early reading abilities.

scholarly journals Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling

2019 ◽  
Vol 24 (4) ◽  
pp. 408-423 ◽  
Author(s):  
Amy R Lederberg ◽  
Lee Branum-Martin ◽  
Mi-young Webb ◽  
Brenda Schick ◽  
Shirin Antia ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Phonological Processing ◽  
Second Grade ◽  
Learning To Read ◽  
Early Reading Skills ◽  
Spoken English ◽  
Reading Abilities ◽  
Confirmatory Factor ◽  
Alternative Means ◽  
Visual Learners

Abstract Better understanding of the mechanisms underlying early reading skills can lead to improved interventions. Hence, the purpose of this study was to examine multivariate associations among reading, language, spoken phonological awareness, and fingerspelling abilities for three groups of deaf and hard-of-hearing (DHH) beginning readers: those who were acquiring only spoken English (n = 101), those who were visual learners and acquiring sign (n = 131), and those who were acquiring both (n = 104). Children were enrolled in kindergarten, first, or second grade. Within-group and between-group confirmatory factor analysis showed that there were both similarities and differences in the abilities that underlie reading in these three groups. For all groups, reading abilities related to both language and the ability to manipulate the sublexical features of words. However, the groups differed on whether these constructs were based on visual or spoken language. Our results suggest that there are alternative means to learning to read. Whereas all DHH children learning to read rely on the same fundamental abilities of language and phonological processing, the modality, levels, and relations among these abilities differ.

scholarly journals Music Training Increases Phonological Awareness and Reading Skills in Developmental Dyslexia: A Randomized Control Trial

PLoS ONE ◽  
2015 ◽  
Vol 10 (9) ◽  
pp. e0138715 ◽  
Author(s):  
Elena Flaugnacco ◽  
Luisa Lopez ◽  
Chiara Terribili ◽  
Marcella Montico ◽  
Stefania Zoia ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Developmental Dyslexia ◽  
Randomized Control Trial ◽  
Reading Skills ◽  
Music Training ◽  
Randomized Control

scholarly journals Description of Parent's Support on Development of Early Reading Skills

2019 ◽  
Vol 2 (1) ◽  
pp. 29
Author(s):  
Wahyu Rahmadani ◽  
Ismaniar Ismaniar
Keyword(s):  
Data Analysis ◽  
Parental Support ◽  
Reading Ability ◽  
Reading Skills ◽  
Early Reading ◽  
Analysis Techniques ◽  
Early Reading Skills ◽  
Descriptive Research ◽  
Verbal Praise ◽  
Quantitative Descriptive

This research motivated by the large of children aged 5-6 years who have quite high reading ability in Jorong VII Pasar Lama Lubuk Basung, Agam Regency.This type of research is quantitative descriptive research. The population in this reaseach were parents who had children aged 5-6 years in Jorong VII Pasar Lama Lubuk Basung, Agam Regency, amounting to 35 people. Samples are taken with the intention or purpose of 21 parents. Data analysis techniques use a percentage formula.The results of the reseach: 1) parental support to provide guidance in the form of directing, accompanying, and rectifying can be categorized as good. 2) Furthermore, parents' support to give praise in the form of verbal non-verbal praise can be categorized as good. 3) parental support to provide encouragement in the form of giving gifts and providing facilities can also be categorized as good. Keywords: Support, Development, Reading Beginning

scholarly journals Improve the Ability to Learn to Read Early by Using SAS Methods

2021 ◽  
Vol 3 (4) ◽  
pp. 152
Author(s):  
Kustianah Kustianah
Keyword(s):  
Reading Ability ◽  
Reading Skills ◽  
Positive Impact ◽  
Early Reading ◽  
Class Action ◽  
Completion Rate ◽  
Initial Condition ◽  
Early Reading Skills ◽  
Fields Of Study ◽  
Bahasa Indonesia

<p><em>Bahasa Indonesia is one of the fields of study taught in elementary schools, in the framework of coaching and passion and development of the age of elementary school children, the skills of Bahasa Indonesia are often an obstacle for students in terms of reading and writing. The purpose of the study, knowing the improvement of early reading skills using the Synthetic Analytics Structural (SAS) method. This type of research is Class Action Research using cycle models. The researchers showed that in the initial condition, the average reading skills of students were 67.71 with a classical completion rate of 42.85%. In cycle I, the average reading skills of students was 68.42 with a classical completion rate of 57.14%. In cycle II, the average student score was 76.71 with a classical completion rate of 85.71%. From the whole cycle that has been done, it can be concluded that the teacher has been able to improve the reading skills of the beginning of Grade I students by using the method of stuktural analytics sintatik. Each cycle always has a positive impact towards improving the development of early reading ability of Grade I students.</em></p>

scholarly journals The use of pictorial media card to improve the initial reading ability of slow learner students

2020 ◽  
Author(s):  
Rahma Widyana ◽  
Nurani Sinta Dewi
Keyword(s):  
Reading Ability ◽  
Reading Skills ◽  
Slow Learner ◽  
Test Analysis ◽  
Poor Reading ◽  
Slow Learners ◽  
Group Design ◽  
Reading Abilities ◽  
Before And After ◽  
Initial Reading

This study determines the use of pictorial media to improve the initial reading ability of slow learners. The research hypothesizes that a significant increase in reading abilities will occur after receiving the pictorial cards as an intervention’s media. This study applies a pretest-posttest single group design. Wilcoxon’s test analysis showed that there were differences in initial reading ability scores before and after the intervention. The reading ability scores after using the pictorial card media were higher than before the intervention. Therefore, the pictorial media was able to improve the initial reading ability of slow learners based on this study’s samples of elementary students with poor reading skills.

scholarly journals Effect of Cognitive Variables on the Reading Ability of Spanish Children at Age Seven

2021 ◽  
Vol 12 ◽  
Author(s):  
María José González-Valenzuela ◽  
Dolores López-Montiel ◽  
Félix Díaz-Giráldez ◽  
Isaías Martín-Ruiz
Keyword(s):  
Phonological Awareness ◽  
Reading Ability ◽  
Reading Skills ◽  
Word Reading ◽  
Rapid Automatized Naming ◽  
Phonological Memory ◽  
Cognitive Variables ◽  
Special Educational Needs ◽  
Reading In Spanish ◽  
Specific Learning

The objective of this study is to determine the contribution made by knowledge of letters, phonological awareness, phonological memory, and alphanumeric and non-alphanumeric rapid automatized naming at the ages of six and seven to the ability of Spanish children to read words at 7 years of age. A total of 116 Spanish-speaking school children took part in the study, from schools located in an average socio-cultural setting, without special educational needs. The reading ability of these pupils was evaluated at the age of seven, and cognitive variables were assessed at 6 and 7 years of age. Descriptive-exploratory analyses, bivariate analyses, and multivariate regressions were performed. The results show that cognitive variables measured at these ages contribute differently to the ability to read words at 7 years of age. Rapid naming does not seem to influence word reading; knowledge of letters no longer influences word reading as children grow older; and phonological awareness and phonological memory maintain their contribution to the explanation of word reading. These results indicate that reading in Spanish depends on different cognitive variables and that this relationship varies according to age. The findings have key educational implications in terms of teaching reading skills and the prevention of specific learning difficulties in Spanish Primary Education.

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