Perceptions musicales et conscience phonologique : recherche auprès d’enfants francophones d’âge préscolaire

Bolduc, J.; Montésinos‐Gelet, Isabelle; Boisvert, Sophie

doi:10.1016/j.psfr.2013.11.004

Cited by 3 publications

(4 citation statements)

References 26 publications

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“…Indeed, musical instruction enabled preschoolers to developed phonemic skills by the use of multi-sensory tools (songs, instruments, musical scores). In accordance with previous findings of Bolduc (2014), the design shows that perceptive musical skills are linked to a phonological one even on small units. In a next study, assess bimodal instruction effects in longitudinal study may underlying and identifying predictors to later phonemic skills in combined instruction.…”

Section: Discussion / Conclusionsupporting

confidence: 91%

“…Thus, as a teaching domain, musical instruction shares several features with phonemic awareness such as information treatment mechanisms and common functional basis (Platel, 2003). Perceptive music skills are closely linked to phonemic skills (Bolduc, Montésinos-Gelet & Boisvert, 2014). In that sense increasingly, recent studies specialized in orthophonic reeducation show that phonemic awareness could be trained by musical programs (Patscheke, Degé & Schwarzer, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Impacts of Bimodal Instruction That Associates Phonemic Skills With Music Skills on Preschoolers Phonemic Awareness

Belmon¹,

Noyer-Martin²,

Jhean-Larose³

2020

Psychological Applications and Trends 2020

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Phonemic awareness has been observed to be a strong predictor of later reading skills (Ziegler, 2018, Ecalle & Magnan, 2015. Increasingly, recent studies specialized in orthophonic reeducation show that phonemic awareness can be trained by musical programs (Patscheke, Degé & Schwarzer, 2016). Few studies, according to the scientific literature, have developed a combined method that associates musical skills and phonemic awareness at the same time, for French speakers. In contrast with training programs, the originality of the present study consists in ecological conditions which fit in with teaching practices. If phonemic awareness and music skills share common information treatment mechanisms, the effect of a combined learning method should enhance phonemic awareness skills compared to a traditional one. The present experiment evaluated the effect of bimodal instruction that associates phonemic awareness with musical education on phonemic skills. Fifty-three children from four different classes (25 girls, 28 boys) aged 5 years old and 8 months (3.36) were assigned to two groups. We compared bimodal instruction to phonemic awareness (experimental group, n =33) to a traditional one (control group, n=20). Each learning conditions lasted 7 weeks and included two 30 minutes learning sessions per week. Children prerequisites to phonemic awareness have been measured with rhyme recognition and syllable suppression tasks. Four tasks divided in 12 items (3 increasing levels of difficulty) measured phonemic skills in recognition and suppression (initial, final). The same test was applied before and after the learning session. Each item's answers were rated from 0 to 1. Results analyses (ANOVA) show better improvement on epiphonemic skills in posttest from the experimental group that from the control one (F(1.52)=14.440, p=.00038). These positive results may be explained by a multi-sensory and multimodal instruction.

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Section: Discussion / Conclusionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Impacts of Bimodal Instruction That Associates Phonemic Skills With Music Skills on Preschoolers Phonemic Awareness

Belmon¹,

Noyer-Martin²,

Jhean-Larose³

2020

Psychological Applications and Trends 2020

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“…Il reste encore beaucoup à découvrir si l'on tisse des ponts entre les apprentissages musicaux. Ainsi, des études sur la perception musicale et la conscience phonologique chez les très jeunes enfants (Bolduc 2014 ;Moreau 2018) démontrent des corrélations entre traitement musi cal et conscience phonologique qui nous permettent de supposer que la mise en place d'un conditionnement musical en classes maternelles aurait une influence positive sur l'apprentissage des langues.…”

Section: Faible Transversalité Didactique Entre Langue Et Musiqueunclassified

Conscience musicale du français langue parlée : éléments pour son conditionnement didactique

Aubin

2022

10.14746/gl

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Musical awareness of languages in general and that of the French language in particular in the field of teaching French as a foreign language remains weak today, not generalized and far inferior to linguistic and cultural awareness. By placing oneself within the framework of the didactology-didactics of the music of the French language-culture, it appears that modes of conditioning of this spontaneous, intuitive and reflected musical consciousness can logically take their place in accordance with the fundamental existence of the music of the French language produced in the spoken mode and of the need for the learner to master it.

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“…Des études corrélationnelles établissent des liens entre traitement perceptif de l'information musicale et phonologique. En effet, de nombreuses études révèlent des corrélations significatives entre habiletés perceptives musicales et phonologiques (Anvari, et al, 2002 ;Bolduc, et al, 2014 ;Dellatolas, et al, 2009 ;Pereira, et al, 2020). À quatre ans, ces corrélations concernent des unités larges telles que la rime et la syllabe.…”

Section: Introductionunclassified

Effets d’un entraînement associant habiletés phonémiques et musicales sur la conscience phonémique des enfants de 5 ans

Belmon¹,

Noyer-Martin²,

Jhean-Larose³

2021

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Perceptions musicales et conscience phonologique : recherche auprès d’enfants francophones d’âge préscolaire

Cited by 3 publications

References 26 publications

Impacts of Bimodal Instruction That Associates Phonemic Skills With Music Skills on Preschoolers Phonemic Awareness

Impacts of Bimodal Instruction That Associates Phonemic Skills With Music Skills on Preschoolers Phonemic Awareness

Conscience musicale du français langue parlée : éléments pour son conditionnement didactique

Effets d’un entraînement associant habiletés phonémiques et musicales sur la conscience phonémique des enfants de 5 ans

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