Auditory-motor entrainment and phonological skills: precise auditory timing hypothesis (PATH)

Tierney, Adam; Kraus, Nina

doi:10.3389/fnhum.2014.00949

Cited by 122 publications

(124 citation statements)

References 104 publications

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“…The significant gains in reading accuracy and reading comprehension for the intervention group confirmed previous findings showing that a rhythm-based intervention significantly improved the reading accuracy and comprehension of poor readers (Long 2014;Long and Hallam, 2012) and findings demonstrating that the ability to synchronize with a beat is positively correlated with better pre-reading skills (Carr et al, 2014;Tierney and Kraus, 2014;Kraus and Slater, 2016), better cognitive and linguistic skills (Tierney and Kraus, 2013b).…”

Section: Discussionsupporting

confidence: 83%

Can a rhythmic intervention support reading development in poor readers?

Hallam¹

2018

Psychology of Music

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There is increasing interest in the wider benefits of music in relation to reading, although relatively little evidence relating to the role that music might play in developing literacy skills in those experiencing difficulties. The research reported here explores the impact of a rhythmic intervention involving clapping, stamping, and chanting to music while following notation on a chart. The intervention took place for 10 minutes each week over a 10-week period with groups of 10 children, who had lower than average reading scores. The children were in the first year of secondary school (11–12 years old). The NARA II test was selected to assess reading accuracy, comprehension, and reading rate before and after the intervention with alternative forms of the test being used. Pupils ( N = 354) attending six secondary schools in the UK participated and were randomly allocated to control (174) and intervention groups (180). Multivariate analysis of variance of change scores across the period of the intervention revealed statistically significant differences between control and intervention groups in reading accuracy ( p = .014) and comprehension ( p = .001) but not in reading rate. The differences in reading accuracy were equivalent to 1.38 standardized scores and reading comprehension, 2.33 standardized scores.

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Section: Discussionsupporting

confidence: 83%

Can a rhythmic intervention support reading development in poor readers?

Hallam¹

2018

Psychology of Music

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“…Perceptual-motor synchronization ability has been linked to phonological skills (85)(86)(87), suggesting that synchronization and the knowledge of speech sounds rely on shared neural resources. One possibility is that both phonological awareness and auditory-motor synchronization draw on the ability to precisely track sound event timing (88). 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.…”

Section: Discussionmentioning

confidence: 80%

Music training alters the course of adolescent auditory development

Tierney

Krizman

Kraus

2015

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

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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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“…The causal link between poor temporal processing and dyslexia has been recently supported by the results of an intervention study, which showed that music training based on rhythm has strong beneficial effects on phonological awareness and reading in severely impaired dyslexic children (Flaugnacco et al., ). As an explanation for this cross‐domain transfer between music and reading, the authors refer to the precise auditory timing hypothesis (PATH) (Tierney & Kraus, ). According to this hypothesis, the enhanced phonological abilities in musically trained children are related to the high degree of precision in audio‐motor timing required by music, possibly leading to an enhanced perception of the timing of speech sounds.…”

Section: Discussionmentioning

confidence: 99%

It's about time: revisiting temporal processing deficits in dyslexia

Casini

Pech-Georgel

Ziegler

2017

Developmental Science

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Temporal processing in French children with dyslexia was evaluated in three tasks: a word identification task requiring implicit temporal processing, and two explicit temporal bisection tasks, one in the auditory and one in the visual modality. Normally developing children matched on chronological age and reading level served as a control group. Children with dyslexia exhibited robust deficits in temporal tasks whether they were explicit or implicit and whether they involved the auditory or the visual modality. First, they presented larger perceptual variability when performing temporal tasks, whereas they showed no such difficulties when performing the same task on a non-temporal dimension (intensity). This dissociation suggests that their difficulties were specific to temporal processing and could not be attributed to lapses of attention, reduced alertness, faulty anchoring, or overall noisy processing. In the framework of cognitive models of time perception, these data point to a dysfunction of the 'internal clock' of dyslexic children. These results are broadly compatible with the recent temporal sampling theory of dyslexia.

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Auditory-motor entrainment and phonological skills: precise auditory timing hypothesis (PATH)

Cited by 122 publications

References 104 publications

Can a rhythmic intervention support reading development in poor readers?

Can a rhythmic intervention support reading development in poor readers?

Music training alters the course of adolescent auditory development

It's about time: revisiting temporal processing deficits in dyslexia

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