Multilevel Models of the Relationship Between Music Achievement and Reading and Math Achievement

Bergee, Martin J.; Weingarten, Kevin M.

doi:10.1177/0022429420941432

Cited by 30 publications

(8 citation statements)

References 42 publications

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“…Such links may mean that music instruction supports cognition in ways that improve academic achievement. Although Bergee and Weingarten (2021) recently found performance on music aptitude tests to be related to performance on achievement tests, there is currently no scientific consensus on the existence of enduring cognitive or academic benefits resulting from musical engagement. Nevertheless, the notion that “music makes you smarter” remains indelible in the American popular consciousness, particularly among music educators (Vitale, 2011).…”

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confidence: 99%

A National Analysis of Music Coursetaking, Social-Emotional Learning, and Academic Achievement Using Propensity Scores

Shaw

2021

Journal of Research in Music Education

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The purpose of this study was to examine the association between curricular high school music participation, academic achievement, and social-emotional learning. The analysis involved a “doubly robust” approach combining propensity score weighting and nested multiple regression using data from the nationally representative High School Longitudinal Study of 2009. Results of the study were mixed. Preliminary tests revealed many significant differences between the choral and instrumental students and the control group, but the propensity score weighting moderated almost all of these effects to nonsignificance. The only unambiguously positive finding was that instrumental music students had higher reading scores than comparable students who did not enroll in music. Yet, subpopulation effects emerged for certain categories of music students based on factors such as race, sex, and prior school achievement. Although the lack of widespread main effects in this study coheres with prior research, the results for certain subpopulations suggest intriguing future directions for research on potential extramusical benefits of music education.

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confidence: 99%

A National Analysis of Music Coursetaking, Social-Emotional Learning, and Academic Achievement Using Propensity Scores

Shaw

2021

Journal of Research in Music Education

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“…Despite the practical promise this technology may hold, additional research is needed. For example, it is unclear why math performance did not improve, as has been previously reported for other musical training (Bergee & Weingarten, 2020;Vaughn, 2000). One possibility is that our math assessment was not sensitive enough to detect poten- this ability to a combination of sensorimotor processing speed and rhythmic timing ability (Aschersleben, 2002;Wing & Kristofferson, 1973), where the latter reflects the orienting of attention in time (Large & Jones, 1999).…”

Section: Discussionmentioning

confidence: 73%

Digital rhythm training improves reading fluency in children

Zanto,

Giannakopoulou,

Gallen

et al. 2024

Developmental Science

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Musical instrument training has been linked to improved academic and cognitive abilities in children, but it remains unclear why this occurs. Moreover, access to instrument training is not always feasible, thereby leaving less fortunate children without opportunity to benefit from such training. Although music‐based video games may be more accessible to a broader population, research is lacking regarding their benefits on academic and cognitive performance. To address this gap, we assessed a custom‐designed, digital rhythm training game as a proxy for instrument training to evaluate its ability to engender benefits in math and reading abilities. Furthermore, we tested for changes in core cognitive functions related to math and reading to inform how rhythm training may facilitate improved academic abilities. Classrooms of 8–9 year old children were randomized to receive either 6 weeks of rhythm training (N = 32) or classroom instruction as usual (control; N = 21). Compared to the control group, results showed that rhythm training improved reading, but not math, fluency. Assessments of cognition showed that rhythm training also led to improved rhythmic timing and language‐based executive function (Stroop task), but not sustained attention, inhibitory control, or working memory. Interestingly, only the improvements in rhythmic timing correlated with improvements in reading ability. Together, these results provide novel evidence that a digital platform may serve as a proxy for musical instrument training to facilitate reading fluency in children, and that such reading improvements are related to enhanced rhythmic timing ability and not other cognitive functions associated with reading performance.Research Highlights Digital rhythm training in the classroom can improve reading fluency in 8–9 year old children Improvements in reading fluency were positively correlated with enhanced rhythmic timing ability Alterations in reading fluency were not predicted by changes in other executive functions that support reading A digital platform may be a convenient and cost‐effective means to provide musical rhythm training, which in turn, can facilitate academic skills

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“…The study controlled for socioeconomic status but not mathematical performance prior to any music training. Similarly, Bergee and Weingarten (2020) used multi-level mixed modelling to test the extent to which students' music achievement scores were related to their reading and mathematics achievement scores. Of the four levels examined-individual students, classrooms, schools and districtsonly individuals and districts accounted for a significant portion of the total variance in achievement scores.…”

Section: Comparisons Between Musicians and Non-musicians And Correlat...mentioning

confidence: 99%

The Power of Music

Hallam¹,

Himonides²

2022

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Evangelos HimonidesDr Evangelos Himonides held the University of London's first ever lectureship in music technology education and now holds the country's first ever Chair in Technology, Education, and Music. Evangelos works at University College London, where he leads a number of courses and supervises doctoral and post-doctoral research. At postgraduate level, he has led and now serves the MA in Music Education programme at UCL, with courses in 'Music Technology in Education' and 'Choral Conducting, Leadership and Communication'. At undergraduate level, Evangelos developed UCL's first ever music-related course in the Institution's near two-century history, which is called 'Interactions of Music & Science' and offered under the innovative Bachelors of Arts and Sciences (BASc) programme. He is fellow of the RSA and Chartered Fellow (FBCS CITP) of the British Computer Society. As a musician, technologist and educator, Evangelos has had an ongoing career in experimental research in the fields of Psychoacoustics, Music Perception, Music Cognition, IT, Human-Computer Interaction, Special Needs, the Singing Voice & Singing Development. Publications currently number over two hundred in high-profile international journals, such as Frontiers of Psychology and Cognitive Science, Psychology of Music, IJME, RSME, Journal of Voice, Logopedics Phoniatrics Vocology. Evangelos has been working on numerous funded research projects for leading UK Research Councils such as the AHRC, ESRC, EPSRC, grant-making foundations/charities such as The Paul Hamlyn Foundation, RNIB, the AmberTrust and the Esmée Fairbairn Foundation, government agencies/departments (such as DfES, QCA) and also the European Union. Evangelos is associate editor for the Journal of Music, Technology and Education (Intellect), associate editor of Frontiers in Psychology, past associate editor for the Journal Logopedics Phoniatrics Vocology xv Author Biographies (Informa Healthcare), reviews editor for Psychology of Music (SAGE), editor of the Society for Education and Music Psychology Research (SEMPRE) Conference Series, and section editor for 'technology' for the Oxford Handbook of Music Education. Evangelos has co-edited, with Andrew King, two key volumes in Technology, Music and Education, published by Routledge.As a sound engineer and researcher, Evangelos has recorded in numerous venues (including York Minster, St.Paul's, RCM), with various artists such as Derek Lee Ragin (Farinelli), Vanessa Mae (SONY BMG) and Jarvis Cocker (Pulp) and for numerous media productions (for the BBC, Ch5, Discovery Channel, RTL, CBS, PBS, History Channel).Evangelos has developed the free online technologies for Sounds of Intent, Inspire-Music and the Online Afghan Rubab Tutor. In his spare time, Evangelos likes to record music, play guitar, and handcraft musical instruments in order to raise funds for his charitable work. Intellectual, Social and Personal Development of Children and Young People (2015). As the evidence was collated, it became clear that much more research had be...

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Multilevel Models of the Relationship Between Music Achievement and Reading and Math Achievement

Cited by 30 publications

References 42 publications

A National Analysis of Music Coursetaking, Social-Emotional Learning, and Academic Achievement Using Propensity Scores

A National Analysis of Music Coursetaking, Social-Emotional Learning, and Academic Achievement Using Propensity Scores

Digital rhythm training improves reading fluency in children

The Power of Music

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