Influence of Music Training on Language Development. A Longitudinal Study

Quiles, Oswaldo Lorenzo; Herrera, Lucía; Hernández-Candelas, Marta; Badea, Mihaela

doi:10.1016/j.sbspro.2014.03.200

Cited by 41 publications

(18 citation statements)

References 15 publications

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“…It is therefore encouraging to find that improvements in these biological domains are associated with instrumental music training in an at-risk population. In this regard, our findings complement a burgeoning line of research considering the promise of community interventions such as Head Start to stanch the health disparities caused by growing up in poverty (Neville et al, 2013 ; Campbell et al, 2014 ; Lorenzo et al, 2014 ; Zhu et al, 2014 ).…”

Section: Discussionsupporting

confidence: 68%

“…Our finding fits well within a diverse series of longitudinal studies that have demonstrated the positive impact of music training on reading and its substrate skills in children this age (for review see Tierney and Kraus, 2014 ). These studies run the gamut from correlational studies (Peynircioglu et al, 2002 ; Trainor and Corrigall, 2010 ; Strait et al, 2011 ; Banai and Ahissar, 2013 ; Flaugnacco et al, 2014 ) to longitudinal experiments considering existing (Hurwitz et al, 1975 ; Rauscher and Hinton, 2011 ; Lorenzo et al, 2014 ) and experimenter-designed (Overy, 2000 , 2003 ; Fisher, 2001 ; Gromko, 2005 ; Moreno et al, 2009 ; Bhide et al, 2013 ; Moritz et al, 2013 ) training regimens. By using an existing and successful community music training strategy, our findings fit with a growing movement toward investigations of ecologically-valid music training (Chobert et al, 2012b ; Putkinen et al, 2013 , 2014 ; Tierney et al, 2013 ).…”

Section: Discussionmentioning

confidence: 99%

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Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children

et al. 2014

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The young nervous system is primed for sensory learning, facilitating the acquisition of language and communication skills. Social and linguistic impoverishment can limit these learning opportunities, eventually leading to language-related challenges such as poor reading. Music training offers a promising auditory learning strategy by directing attention to meaningful acoustic elements of the soundscape. In light of evidence that music training improves auditory skills and their neural substrates, there are increasing efforts to enact community-based programs to provide music instruction to at-risk children. Harmony Project is a community foundation that has provided free music instruction to over 1000 children from Los Angeles gang-reduction zones over the past decade. We conducted an independent evaluation of biological effects of participating in Harmony Project by following a cohort of children for 1 year. Here we focus on a comparison between students who actively engaged with sound through instrumental music training vs. students who took music appreciation classes. All children began with an introductory music appreciation class, but midway through the year half of the children transitioned to the instrumental training. After the year of training, the children who actively engaged with sound through instrumental music training had faster and more robust neural processing of speech than the children who stayed in the music appreciation class, observed in neural responses to a speech sound /d/. The neurophysiological measures found to be enhanced in the instrumentally-trained children have been previously linked to reading ability, suggesting a gain in neural processes important for literacy stemming from active auditory learning. Despite intrinsic constraints on our study imposed by a community setting, these findings speak to the potential of active engagement with sound (i.e., music-making) to engender experience-dependent neuroplasticity and may inform the development of strategies for auditory learning.

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Section: Discussionsupporting

confidence: 68%

Section: Discussionmentioning

confidence: 99%

Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children

et al. 2014

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“…For example, we observed that a relatively rare word, “ladle” was ranked among the top 10 nouns because it was included in the lyrics of a song sung collectively by storytime participants and the librarian. Because shared music activities serve as one means for young children to learn vocabulary and other language skills (Lorenzo et al, 2014; Williams et al, 2015) selection of adequate songs is important and might be an area for further research exploration.…”

Section: Discussionmentioning

confidence: 99%

Analysis of language use in public library storytimes

Cahill

Joo

Campana

2018

Journal of Librarianship and Information Science

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Public libraries are well positioned to support young children’s growth and development, yet few studies have examined programming to determine the extent to which they actually do. The current study investigated the nature of language use in public library storytimes as an initial step in determining their potential to contribute to the vocabulary and oral language development of young children. The study employed textual analysis methods with 22 storytime transcripts to identify token and type counts, the most frequent words spoken by participating librarians and children respectively, the major grammar elements present, and the top 20 nouns, verbs, and adjectives. Results suggest that librarians dominate storytime communication with language that is highly repetitive and complex, yet centered on children and cognitively accessible for them. Further, storytimes seem to promote cognitive and behavioral skills necessary for school success such as counting and exposure to foundational concepts like colors, size, and position.

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“…1 2020 Madrasah homepage: http://ejournal.uin-malang.ac.id/index.php/madrasah/index PAIKEM yakni pada komponen "Menyenangkan". Dengan musik siswa akan lebih rileks dan fokus untuk mengikuti pelajaran (Lorenzo, Herrera, Hernández-Candelas, & Badea, 2014). Misalnya, lagu/nyanyian dimanfaatkan sebagai stimulus agar siswa mengerjakan atau melakukan suatu gerakan, sehingga siswa lebih senang dalam mengikuti pembelajaran.…”

Section: Hasil Dan Pembahasan 1 Teknik Pembelajaran Bahasa Indoneunclassified

Variation of Indonesian Language Teaching Techniques in Islamic Elementary School

Jannah

2020

madrasah j. pendidik. pembelajaran dasar

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This research is aimed to identify some techniques used to teach The Indonesian language for elementary school. This qualitative research is conducted in Miftahul Ulum elementary school which is located in Kepohbaru Bojonegoro. The data collection techniques consist of interview, questionnaire, and documentation. The result shows that there are 14 techniques used in the lower level and 13 techniques in the upper level. From the varied techniques applied, there are three techniques which support listening skill development, six techniques support speaking skill development, four techniques support reading skill development, and four techniques support writing skill development. The variations of using language teaching technique have implication in mapping methods and techniques before learning is implemented. The mapping should appropriate for the students’ development phase.

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Influence of Music Training on Language Development. A Longitudinal Study

Cited by 41 publications

References 15 publications

Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children

Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children

Analysis of language use in public library storytimes

Variation of Indonesian Language Teaching Techniques in Islamic Elementary School

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