‘I can read further and there’s more meaning while I read’: An exploratory study investigating the impact of a rhythm-based music intervention on children’s reading

Long, Marion

doi:10.1177/1321103x14528453

Cited by 23 publications

(19 citation statements)

References 57 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The significant gains in reading accuracy and reading comprehension for the intervention group confirmed previous findings showing that a rhythm-based intervention significantly improved the reading accuracy and comprehension of poor readers (Long 2014;Long and Hallam, 2012) and findings demonstrating that the ability to synchronize with a beat is positively correlated with better pre-reading skills (Carr et al, 2014;Tierney and Kraus, 2014;Kraus and Slater, 2016), better cognitive and linguistic skills (Tierney and Kraus, 2013b).…”

Section: Discussionsupporting

confidence: 83%

Can a rhythmic intervention support reading development in poor readers?

Hallam¹

2018

Psychology of Music

View full text Add to dashboard Cite

There is increasing interest in the wider benefits of music in relation to reading, although relatively little evidence relating to the role that music might play in developing literacy skills in those experiencing difficulties. The research reported here explores the impact of a rhythmic intervention involving clapping, stamping, and chanting to music while following notation on a chart. The intervention took place for 10 minutes each week over a 10-week period with groups of 10 children, who had lower than average reading scores. The children were in the first year of secondary school (11–12 years old). The NARA II test was selected to assess reading accuracy, comprehension, and reading rate before and after the intervention with alternative forms of the test being used. Pupils ( N = 354) attending six secondary schools in the UK participated and were randomly allocated to control (174) and intervention groups (180). Multivariate analysis of variance of change scores across the period of the intervention revealed statistically significant differences between control and intervention groups in reading accuracy ( p = .014) and comprehension ( p = .001) but not in reading rate. The differences in reading accuracy were equivalent to 1.38 standardized scores and reading comprehension, 2.33 standardized scores.

show abstract

Section: Discussionsupporting

confidence: 83%

Can a rhythmic intervention support reading development in poor readers?

Hallam¹

2018

Psychology of Music

View full text Add to dashboard Cite

show abstract

“…This, and the fact that no statistically significant effects were observed in writing, suggests that the effect was specific rather than general, and it is likely that there was a causal relationship between the musical instruction and achievement in mathematics. These differences also suggest that the music programme positively enhanced pupils' reading skills, which supports findings from previous studies (Good et al, 2002;Standley, 2008;Elliot and Mikulas, 2014;Long, 2014). The fact that there were no statistically significant differences in progression in writing between the intervention and the control groups is an unexpected finding of this study.…”

Section: Discussionsupporting

confidence: 78%

The impact of participation in music on learning mathematics

Holmes¹,

Hallam²

2017

London Review of Education

View full text Add to dashboard Cite

Music psychologists have established that some forms of musical activity improve intellectual performance, spatial-temporal reasoning and other skills advantageous for learning. In this research, the potential of active music-making for improving pupils' achievement in spatialtemporal reasoning was investigated. As spatial-temporal skills are considered to be high-level mathematical abilities, this study also aimed to explore if learning music might have an effect on pupils' achievement in mathematics, and whether spatial-temporal reasoning plays a role in this process.The study had a quasi-experimental design in which groups of children aged 4 to 7 participated in a music programme containing a variety of musical, predominantly rhythmical, activities. Parallel classes made up control groups. Throughout the intervention, pupils' attainment in mathematics, reading, writing and spatial-temporal reasoning was recorded and compared between the music and control groups.The findings of the project supported the hypothesis that music instruction has an impact on the development of spatial-temporal skills. A statistically significantly greater progression was observed in most of the intervention groups, as compared in all periods of measurement to the control groups. The attainment in general mathematics did not always differ between the intervention and control groups but the analyses provided evidence of a consistent and statistically significant enhancement in learning mathematics between the youngest participants of the programme. This knowledge could inform pedagogical practice, while further research in this area could offer more insight into the association between music and mathematics.

show abstract

“…Nevertheless, a limited number of EBI studies have been conducted on leisure skills, including musical education (Arntzen, Halstadtro, Bjerke, & Halstadtro, 2010; Hayes, Thompson, & Hayes, ; Perez & de Rose, ). This is surprising considering that note reading and music playing skills have been correlated with improved reading and math performance, higher overall IQ, and increased social awareness (e.g., Graziano, Peterson, & Shaw, ; Kaviani, Mirbaha, Pournaseh, & Sagan, ; Long, ; Sussman, ). Since music instruction consists of establishing classes of auditory (e.g., sounds of notes) and visual (e.g., written notes) stimuli, as well as teaching participants to play the corresponding notes on the instrument in the presence of these stimuli, EBI seems to be an ideal method for teaching beginning note reading and music playing skills.…”

mentioning

confidence: 99%

Using equivalence‐based instruction to teach piano skills to college students

Griffith

Ramos

Hill

et al. 2018

J of App Behav Analysis

View full text Add to dashboard Cite

The purpose of the current study was to evaluate the effects of equivalence-based instruction (EBI) on the emergence of basic music reading and piano playing skills. Six female college students learned to identify three musical chord notations given their respective dictated names. Participants also learned to play chords on the piano following the dictated name of the chord, and to play the chords to a song on a keyboard. Results are consistent with past research, in that stimuli became substitutable for each other and acquired a common behavioral function. Data suggest that EBI was an effective and efficient procedure to teach adults to read musical notation, as well as play chords and a song on a piano keyboard.

show abstract

‘I can read further and there’s more meaning while I read’: An exploratory study investigating the impact of a rhythm-based music intervention on children’s reading

Cited by 23 publications

References 57 publications

Can a rhythmic intervention support reading development in poor readers?

Can a rhythmic intervention support reading development in poor readers?

The impact of participation in music on learning mathematics

Using equivalence‐based instruction to teach piano skills to college students

Contact Info

Product

Resources

About