Exploring the Effect of Personalized Background Music on Reading Comprehension

Que, Ying; Zheng, Yueyuan; Hsiao, Janet H.; Hu, Xiao

doi:10.1145/3383583.3398543

Cited by 10 publications

(3 citation statements)

References 36 publications

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“…The impact of music employment and music therapy on the developmental progress of children who have special needs and intellectual disabilities has been recognized. Some studies has demonstrated that incorporating music into the classroom setting for these students can effectively enhance their performance in school, conduct, and interpersonal skills (Hammel & Hourigan, 2017;VanWeelden et al, 2017;Que, 2020;Oluseyi, 2021;Jacob & Pillay, 2021). Wanicharoen and Boonrod's (2024) study focused on investigating the effectiveness of music therapy (MT) interventions on language skills in children with Specific language impairment (SLI) and to investigate the characteristics of other intervention features in these studies, such as interventionists, intervention, settings, session type, and music methods.…”

Section: Literature Reviewmentioning

confidence: 99%

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Enhancing Reading Skills in EFL Young Learners with Mild Intellectual Disabilities through Music Intervention

Fatehi Rad,

Rabaniebrahimipour,

Rajaee

2024

JTLS

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Children with Intellectual Disability (ID) often encounter challenges in developing crucial cognitive-linguistic functions, particularly reading comprehension skills. Moreover, music therapy has demonstrated effectiveness across diverse subjects and participant groups. Examining the existing literature on the influence of music therapy on the improvement of language skills among EFL young learners with mild intellectual disabilities in the Iranian context reveals a noticeable scarcity of research in this area. To address this gap, this study aims to investigate the influence of music on the reading comprehension abilities of Iranian EFL primary learners with mild intellectual disabilities using an experimental design. To this end, thirty-five participants were recruited from a special education institution. A two-way analysis of variance (ANOVA) was conducted to examine potential statistically significant differences between the control and experimental groups. The findings revealed a significant improvement in post-reading test scores among students in the experimental group compared to those in the control group. Moreover, no statistically significant differences emerged when analyzing the data based on gender and age stratifications. These results provide valuable insights for stakeholders, emphasizing the efficacy of incorporating music to enhance reading comprehension in children with mild intellectual disabilities.

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Section: Literature Reviewmentioning

confidence: 99%

“…In their study, Que et al (2020) conducted a controlled user experiment to investigate the effect of tailored background music on reading comprehension. The experiment used a sample of 100 students.…”

Section: Literature Reviewmentioning

confidence: 99%

Enhancing Reading Skills in EFL Young Learners with Mild Intellectual Disabilities through Music Intervention

Fatehi Rad,

Rabaniebrahimipour,

Rajaee

2024

JTLS

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“…R. Miller, 1947;A. H. Mitchell, 1949;Tucker & Bushman, 1991), or that it actually improves reading performance (Falcon, 2017;Hall, 1952;Kiger, 1989;Mullikin & Henk, 1985;Que, Zheng, Hsiao, & Hu, 2020).…”

Section: Distraction By Background Music During Readingmentioning

confidence: 99%

What makes background music distracting? Investigating the role of song lyrics using self-paced reading

Vasilev

Hitching

Tyrrell

2023

Journal of Cognitive Psychology

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It has been suggested that listening to music during reading may be distracting, but the empirical results have remained inconclusive. One limitation of previous studies is that they have often had limited control over the number of lyrics present in the songs. We report 4 experiments that investigated whether song lyrics make music distracting. Participants read short paragraphs in a self-paced reading paradigm in three sound conditions: 1) silence; 2) lyrical songs at ~150 words per minute; and 3) the instrumental version of the same songs.The results showed that listening to instrumental music either did not affect reading times or led to slightly faster reading times compared to silence. However, lyrical music led to an increase in reading times in three experiments. We conclude that instrumental music does not lead to distraction during reading. Song lyrics appear to be distracting, even if the observed distraction is quite mild.

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Learning Analytics for Learning: Emerging International Trends and Case Studies from the Asia-Pacific

Koh

2023

International Handbook on Education Development in Asia-Pacific

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Exploring the Effect of Personalized Background Music on Reading Comprehension

Cited by 10 publications

References 36 publications

Enhancing Reading Skills in EFL Young Learners with Mild Intellectual Disabilities through Music Intervention

Enhancing Reading Skills in EFL Young Learners with Mild Intellectual Disabilities through Music Intervention

What makes background music distracting? Investigating the role of song lyrics using self-paced reading

Learning Analytics for Learning: Emerging International Trends and Case Studies from the Asia-Pacific

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