The Relationship between Music and Reading in Beginning Readers

Lamb, Susannah J.; Gregory, Andrew H.

doi:10.1080/0144341930130103

Cited by 175 publications

(150 citation statements)

References 16 publications

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“…Correlational studies have shown that children between the ages of four and eight who score higher in pitch and duration processing tests also obtain higher scores in some phonological awareness tasks, such as syllable detection, syllable segmentation, phonemic segmentation and rhyme detection (Anvari, Trainor, Woodside, & Levy, 2002;Bolduc & Montésinos-Gelet, 2005;Lamb & Gregory, 1993;Peynircioglu, Durgunoglu, & Oney-Kusefoglu, 2002;Rubinson, 2009). Quasi-experimental studies have suggested that music training may promote the development of memory for sound and metacognitive knowledge, three components also involved in the development of language (Bolduc, 2009;Franklin, Moore, Yip, & Jonides, 2008;Trainor, Shahin & Roberts, 2003).…”

Section: Musical Processing Skillsmentioning

confidence: 99%

Using Nursery Rhymes to Foster Phonological and Musical Processing Skills in Kindergarteners

Bolduc¹,

Lefèbvre²

2012

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The aim of this study was to assess the efficiency of four learning conditions to develop phonological and musical processing skills through a set of 10 nursery rhymes. According to the analysis of the teachers' practices, eight kindergarten classes (n = 100 kindergarteners) were paired and assigned to one of the following conditions: 1) music; 2) language; 3) combined [music and language]; and 4) passive listening (control classes). Participants in conditions 1, 2, and 3 were met for 40 minutes per week over a ten-week period. In condition 1, the nursery rhymes were supplemented by musical activities and in condition 2 by language activities. Condition 3 was a combination of activities from conditions 1 and 2. In condition 4, children listened to a recording of the same nursery rhymes for 15 minutes daily during free exploration periods. No intervention was proposed for this control condition. All participants were evaluated using the same phonological and musical processing measures prior to and after the implementation of the program. Results indicated that children in conditions 1, 2 and 3 significantly improved their phonological awareness and their invented spelling skills at post-test. However, only the two conditions in which the music component was integrated enhanced significantly their results at the verbal memory task. Children in conditions 1, 3 and 4 enhanced tonal and rhythm perception skills. This study demonstrated that supplementing nursery rhymes with language activities is an efficient manner to develop emergent literacy skills, but the addition of musical activities could also boost phonological processing skills.

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Section: Musical Processing Skillsmentioning

confidence: 99%

Using Nursery Rhymes to Foster Phonological and Musical Processing Skills in Kindergarteners

Bolduc¹,

Lefèbvre²

2012

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“…For example, positive associations with music lessons have been reported for measures of general intelligence (Lynn, Wilson, & Gault, 1989;Schellenberg, in press), symbolic reasoning (Gromko & Poorman, 1998), reading (Lamb & Gregory, 1993), mathematical ability (Gardiner, Fox, Knowles, & Jeffrey, 1996), verbal recall (Ho, Cheung, & Chan, 2003;Kilgour, Jakobson, & Cuddy, 2000), and spatial ability (for review, see Hetland, 2000). If music lessons were the actual source of these effects, the findings would represent instances of transfer between highly dissimilar contexts and domains, which are rare (Barnett & Ceci, 2002;Detterman, 1993).…”

mentioning

confidence: 99%

Decoding speech prosody: Do music lessons help?

Thompson¹,

Schellenberg²,

Husain³

2004

Emotion

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Three experiments revealed that music lessons promote sensitivity to emotions conveyed by speech prosody. After hearing semantically neutral utterances spoken with emotional (i.e., happy, sad, fearful, or angry) prosody, or tone sequences that mimicked the utterances' prosody, participants identified the emotion conveyed. In Experiment 1 (n ‫ס‬ 20), musically trained adults performed better than untrained adults. In Experiment 2 (n ‫ס‬ 56), musically trained adults outperformed untrained adults at identifying sadness, fear, or neutral emotion. In Experiment 3 (n ‫ס‬ 43), 6-year-olds were tested after being randomly assigned to 1 year of keyboard, vocal, drama, or no lessons. The keyboard group performed equivalently to the drama group and better than the no-lessons group at identifying anger or fear.

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“…Links between pitch-related music skills, auditory short-term memory and working memory have also been established (Anvari, Trainor, Woodside, & Levy, 2002;Huntsinger & Jose, 1991;Wallentin, Nielsen, Friis-Olivarius, Vuus, & Vuus, 2010). In the field of language, both in TD children and adults, pitch processing has been related to phonological awareness and literacy in the native language (Anvari et al, 2002;Barwick, Valentine, West, & Wilding, 1989;Foxton et al, 2003;Lamb & Gregory, 1993), and to phonological skills and linguistic intonation in a foreign language (Delogu, Lampis, & Belardinelli, 2006Milovanov, Huotilainen, Välimäki, Esquef, & Tervaniemi, 2008;Milovanov, Pietilä, Tervaniemi, & Esquef, 2010;Slevc & Miyake, 2006). The relationships found between cognitive and pitchrelated music skills represent evidence against the views of modularity for music in TD individuals (Schellenberg & Weiss, 2013).…”

Section: Studies Of Musical Pitch In Typically Developing Individualsmentioning

confidence: 49%

Developmental trajectories of pitch-related music skills in children with Williams syndrome

Martínez‐Castilla

Rodrı́guez

Campos

2016

Research in Developmental Disabilities

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The Relationship between Music and Reading in Beginning Readers

Cited by 175 publications

References 16 publications

Using Nursery Rhymes to Foster Phonological and Musical Processing Skills in Kindergarteners

Using Nursery Rhymes to Foster Phonological and Musical Processing Skills in Kindergarteners

Decoding speech prosody: Do music lessons help?

Developmental trajectories of pitch-related music skills in children with Williams syndrome

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