Rhythm, reading, and sound processing in the brain in preschool children

Abstract

A child’s success in school relies on their ability to quickly grasp language and reading skills, the foundations of which are acquired even before entering a formal classroom setting. Previous studies in preschoolers have begun to establish relationships linking beat synchronization, preliteracy skills, and auditory processing. Beat synchronization involves the integration of sensorimotor systems with auditory and cognitive circuits and, therefore calls on many of the same neural networks as language. Using a drumming task, we analyzed the relationship between children’s ability to maintain an isochronous beat with preliteracy skills and frequency following responses (FFRs) in over 150 preschoolers. We show that preschoolers who performed well on the beat synchronization task outscored their peers on all preliteracy measures and had more robust FFRs. Furthermore, the good synchronizers experienced less degradation of certain FFR measures when listening in noise. Together, our results are consistent with the view that rhythm, preliteracy, and auditory processing are interconnected during early childhood.

A translational application of music for preschool cognitive development: RCT evidence for improved executive function, self‐regulation, and school readiness

“…Another significant RAMSR intervention effect was a delayed effect for school readiness. School readiness is defined as a set of skills, which facilitate academic learning and typically involve children's emerging literacy and numeracy skills (Blair & Raver, 2015; Schmitt et al., 2015). The RLPL intervention delivered by teachers has also produced evidence for follow‐up effects on school readiness (Duncan et al., 2018).…”

“…Self‐regulation is a key foundational ability and, in early childhood, encompasses attention and emotion regulation as well as the executive functions of inhibition (resisting distractions and urges), working memory (updating information in the mind), and cognitive flexibility (shifting between information or tasks; Blair & Raver, 2012; Diamond, 2013; Williams, 2018). Self‐regulation skills have been established as critically important for positive school transitions (Blair & Raver, 2015; Duncan et al., 2018; Schmitt et al., 2015), early academic skills (Birgisdóttir et al., 2015; Connor et al., 2016), socioemotional development (Godleski et al., 2015; Montroy et al., 2014; Ziv, 2013), and outcomes such as mental health and aggressive behaviors into adulthood (Robson et al., 2020). Self‐regulation develops rapidly in the early years, in the context of the home and socioeconomic environment (Blair & Raver, 2015; Sharkins et al., 2017; Vallotton et al., 2012).…”

“…Self‐regulation skills have been established as critically important for positive school transitions (Blair & Raver, 2015; Duncan et al., 2018; Schmitt et al., 2015), early academic skills (Birgisdóttir et al., 2015; Connor et al., 2016), socioemotional development (Godleski et al., 2015; Montroy et al., 2014; Ziv, 2013), and outcomes such as mental health and aggressive behaviors into adulthood (Robson et al., 2020). Self‐regulation develops rapidly in the early years, in the context of the home and socioeconomic environment (Blair & Raver, 2015; Sharkins et al., 2017; Vallotton et al., 2012). Experiencing socioeconomic disadvantage in the early years can impact negatively on self‐regulation development (Blair & Raver, 2016), and is linked to poorer life outcomes in terms of financial security, health, and well‐being (Brown & Robinson, 2016; Chaudry & Wimer, 2016; Khullar & Chokshi, 2018; Roos et al., 2019).…”

Studying rhythm processing in speech through the lens of auditory-motor synchronization

“…Direct evidence on whether humans can tap into rhythms in speech has been lacking until recently. In their study, Rathcke et al (2021) showed that finger-tapping is entrained by natural speech. Moreover, participants were more likely to tap into metrically strong syllables, suggesting that tapping is sensitive to the hierarchical rhythm structure (Rathcke et al, 2021).…”

The Luria-Nebraska Neuropsychological Battery Neuromotor Tasks: From Conventional to Image-Derived Measures

“…Several different tests and exams are designed to detect childhood and adolescence sensorimotor impairment [ 7 , 8 , 9 ]. The Luria-Nebraska Neuropsychological Battery (LNNB) stands out for its evaluation of the presence of neuro-motor impairments and identification of focal brain abnormalities that may account for these impairments in children and adolescents [ 10 ].…”