A Rhythmic Musical Intervention for Poor Readers: A Comparison of Efficacy With a Letter‐Based Intervention

Bhide, Adeetee; Power, Alan J.; Goswami, Usha

doi:10.1111/mbe.12016

Cited by 170 publications

(166 citation statements)

References 26 publications

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“…Given that both music training and JROTC training enhance phonological awareness and involve synchronization with perceptual cues, future work comparing music training to a passive control group could reveal a divergence not reported here. On the other hand, we found no gains in rapid naming or phonological memory, despite the fact that both reading (46)(47)(48)(49)(50) and verbal memory (30)(31)(32)(33)(34)(35)(36)(37)(38) have been associated with music training in other studies, suggesting either that the training studied here was not optimally designed to enhance these skills or that enhancing these skills requires a greater amount of training or training begun earlier in life. A third possibility is that the link between phonological processes and beat synchronization is restricted to phonological awareness.…”

Section: Discussioncontrasting

confidence: 49%

Music training alters the course of adolescent auditory development

Tierney

Krizman

Kraus

2015

Proc. Natl. Acad. Sci. U.S.A.

151

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Fundamental changes in brain structure and function during adolescence are well-characterized, but the extent to which experience modulates adolescent neurodevelopment is not. Musical experience provides an ideal case for examining this question because the influence of music training begun early in life is wellknown. We investigated the effects of in-school music training, previously shown to enhance auditory skills, versus another inschool training program that did not focus on development of auditory skills (active control). We tested adolescents on neural responses to sound and language skills before they entered high school (pretraining) and again 3 y later. Here, we show that inschool music training begun in high school prolongs the stability of subcortical sound processing and accelerates maturation of cortical auditory responses. Although phonological processing improved in both the music training and active control groups, the enhancement was greater in adolescents who underwent music training. Thus, music training initiated as late as adolescence can enhance neural processing of sound and confer benefits for language skills. These results establish the potential for experience-driven brain plasticity during adolescence and demonstrate that in-school programs can engender these changes. music | training | auditory B y age six, the brain has reached 90% of its adult size (1).However, the years between childhood and young adulthood are marked by a host of subtler neural developments. Myelination and synaptic pruning (2-5) lead to a decrease in gray matter and an increase in white matter (6-13). Resting-state oscillations decline (14-16), and passive evoked responses to sound change in complex ways. Cortically, the P1, which is a positive deflection at around 50 ms generated within lateral Heschl's gyrus (17), declines whereas the N1, a negative deflection at around 100 ms generated within primary and secondary auditory cortices (18)(19)(20), increases (21-23). Subcortically, the trial-by-trial consistency of the response declines (24,25). An open question is how experience interacts with this developmental plasticity during adolescence. Is the transition from the plasticity of childhood to the stability of adulthood malleable by experience? And if so, what types of enrichment have the greatest impact on the development of the neural mechanisms contributing to auditory and language skills?Music training is an enrichment program commonly available to high school students, and its neural and behavioral consequences are well-understood (for a review, see ref. 26). Studies comparing nonmusicians with musicians who began training early in life have revealed a "signature" set of enhancements associated with musical experience (27,28). Relative to nonmusician peers, musicians tend to show enhanced speech-innoise perception (29-34), verbal memory (30-33, 35-38), phonological skills (39-45), and reading (46-50), although not without exception (51, 52). Music training has also been linked to enhancements in the enco...

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Section: Discussioncontrasting

confidence: 49%

Music training alters the course of adolescent auditory development

Tierney

Krizman

Kraus

2015

Proc. Natl. Acad. Sci. U.S.A.

151

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“…The disorder has also been linked to poor rhythmic processing in both auditory and motor domains (52). An intervention study (53) demonstrated that rhythmic musical training enhanced the reading skills of poor readers by similar amounts compared with a well-established letter-based intervention. Our study hints at a mechanism for these results: providing musical and rhythmic training enhances cortical entrainment such that children with initially weak entrainment can improve, thereby alleviating one key hypothesized cause of dyslexia.…”

Section: Discussionmentioning

confidence: 99%

Cortical entrainment to music and its modulation by expertise

Doelling

Poeppel

2015

Proc. Natl. Acad. Sci. U.S.A.

289

278

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Recent studies establish that cortical oscillations track naturalistic speech in a remarkably faithful way. Here, we test whether such neural activity, particularly low-frequency (<8 Hz; delta-theta) oscillations, similarly entrain to music and whether experience modifies such a cortical phenomenon. Music of varying tempi was used to test entrainment at different rates. In three magnetoencephalography experiments, we recorded from nonmusicians, as well as musicians with varying years of experience. Recordings from nonmusicians demonstrate cortical entrainment that tracks musical stimuli over a typical range of tempi, but not at tempi below 1 note per second. Importantly, the observed entrainment correlates with performance on a concurrent pitch-related behavioral task. In contrast, the data from musicians show that entrainment is enhanced by years of musical training, at all presented tempi. This suggests a bidirectional relationship between behavior and cortical entrainment, a phenomenon that has not previously been reported. Additional analyses focus on responses in the beta range (∼15-30 Hz)-often linked to delta activity in the context of temporal predictions. Our findings provide evidence that the role of beta in temporal predictions scales to the complex hierarchical rhythms in natural music and enhances processing of musical content. This study builds on important findings on brainstem plasticity and represents a compelling demonstration that cortical neural entrainment is tightly coupled to both musical training and task performance, further supporting a role for cortical oscillatory activity in music perception and cognition.ortical oscillations in specific frequency ranges are implicated in many aspects of auditory perception. Principal among these links are "delta-theta phase entrainment" to sounds, hypothesized to parse signals into chunks (<8 Hz) (1-6), "alpha suppression," correlated with intelligible speech (∼10 Hz) (7,8), and "beta oscillatory modulation," argued to reflect the prediction of rhythmic inputs (∼20 Hz) (9-13).In particular, delta-theta tracking is driven by both stimulus acoustics and speech intelligibility (14, 15). Such putative cortical entrainment is, however, not limited to speech but is elicited by stimuli such as FM narrowband noise (16, 17) or click trains (18). Overall, the data suggest that, although cortical entrainment is necessary to support intelligibility of continuous speech-perhaps by parsing the input stream into chunks for subsequent decodingthe reverse does not hold: "intelligibility" is not required to drive entrainment. The larger question of the function of entrainment in general auditory processing remains unsettled. Therefore, we investigate here whether this mechanism extends to a different, salient, ecological stimulus: music.In addition, higher-frequency activity merits scrutiny. Rhythmic stimuli evince beta band activity (15-30 Hz) (10, 19), associated with synchronization across sensorimotor cortical networks (20, 21). Beta power is modulated at the rat...

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“…Similar intervention in conjunction was suggested for musical training aiming to improve reading abilities [190][191][192].…”

Section: Discussionmentioning

confidence: 99%

“Shall We Play a Game?”: Improving Reading Through Action Video Games in Developmental Dyslexia

Franceschini

Bertoni

Ronconi

et al. 2015

Curr Dev Disord Rep

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Impaired linguistic-phonological processing is the most accepted explanation of developmental dyslexia (DD). However, growing literature shows that DD is the result of the combination of several neurocognitive causes. Visual attention and magnocellular-dorsal (MD) pathway deficits are now considered causes of DD. Interestingly, a large portion of literature showed that action video games (AVG) are able to improve attentional and perceptual skills in typical readers. Consequently, employing AVG trainings in individuals with DD could improve attention and perception, resulting in better reading skills. The aim of our review is to show the benefits of the AVG training on DD through the changes in the neurocognitive functions at the basis of learning to read. Since visual attentional and MD dysfunctions can be diagnosed in infancy, our review paves the way for possible early prevention programs that could use AVG training.

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A Rhythmic Musical Intervention for Poor Readers: A Comparison of Efficacy With a Letter‐Based Intervention

Cited by 170 publications

References 26 publications

Music training alters the course of adolescent auditory development

Music training alters the course of adolescent auditory development

Cortical entrainment to music and its modulation by expertise

“Shall We Play a Game?”: Improving Reading Through Action Video Games in Developmental Dyslexia

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