Pitch Processing and Phonological Awareness.

Bolduc, Jonathan; Montésinos‐Gelet, Isabelle

doi:10.1037/h0094043

Cited by 22 publications

(33 citation statements)

References 23 publications

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“…More generally, a growing body of research (for example, Anvari, Trainor, Woodside & Levy, 2002;Hurwitz, Wolff, Bortnick & Kokas, 1975;Lyons, 2008;Patel, 2008Patel, & 2012Patel & Iversen, 2007) suggests a facilitative effect for music on language learning. The integration of music into the language curriculum is reported to develop auditory skills (Gromko, 2012), phonemic awareness and overall language skills (Lyons, 2008), phonological awareness and word recognition skills (Anvari et al, 2002;Bolduc, 2009;Bolduc & Montesinos-Gelet, 2005), reading comprehension (Hurwitz et al, 1975), and emergent literacy (Bolduc, 2009;Gromko, 2012;Register, 2001 Research has reported that MIT potentially fosters students' learning (see, for example, Haley, 2004;Hamurlu, 2007). This research has unanimously reported that MITbased instruction not only increased students' achievement in English classes but also had positive effect on their attitudes towards the content.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Potential Inclusion of Multiple Intelligences in Jordanian EFL Textbooks: A Content Analysis

Al-Omari

Bataineh

Smadi

2015

Bellaterra J. Teach. Learn. Lang. Lit

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This study examines the potential incorporation of the principles of the Multiple Intelligences Theory in the Jordanian Action Pack textbook for the first-, fourth-, eighth-and eleventh-grades by means of content analysis. The findings reveal that unlike the moral, existential and spiritual intelligences, which are not incorporated at all, the verbal/linguistic, intrapersonal and spatial/visual intelligences are better represented than other intelligences in the activities of the textbook. The findings further reveal that the incorporation of multiple intelligences is fairly unbalanced among the four levels of the textbook.

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Section: Review Of Related Literaturementioning

confidence: 99%

Potential Inclusion of Multiple Intelligences in Jordanian EFL Textbooks: A Content Analysis

Al-Omari

Bataineh

Smadi

2015

Bellaterra J. Teach. Learn. Lang. Lit

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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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“…Les activités musicales auraient donc pu avoir une influence à cet égard. Tout bien pesé, l'ensemble de ces observations révèle, d'une part, l'impact de l'apprentissage de la musique sur le développement des perceptions auditives et de la mémoire phonologique et appuie, d'autre part, l'existence de liens communs entre le traitement de l'information musicale et le traitement de l'information linguistique au cours de la petite enfance (Bolduc et Montésinos-Gelet, 2005 ;Bolduc, 2006).…”

Section: Considérations Théoriquesunclassified

“…En déve-loppant ses capacités musicales, on permet à l'élève de travailler sa mémoire phonologique et ses capacités métacognitives sans toutefois se consacrer exclusivement aux activités d'éveil en lecture et en écriture. Grâce à l'éducation musicale, l'enfant centre son attention sur des éléments différents, mais tout aussi favorables, pour l'émergence et le développement d'habiletés sur le plan linguistique (Bolduc et Montésinos-Gelet, 2005). Enfin, si l'école joue un rôle de grande importance dans le développement de l'enfant, il demeure que l'environnement familial est le noyau de son épanouissement.…”

Section: Considérations Pratiquesunclassified

“…Des chercheurs, dont Gordon (1988Gordon ( , 2003, ont d'ailleurs révélé que la période préscolaire s'avère cruciale, puisqu'elle représente une étape développementale où l'enfant améliore considé-rablement ses perceptions auditives, affine sa mémoire phonologique et mobilise diverses stratégies métacognitives. Ces trois composantes seraient aussi impliquées dans le développement du langage oral et écrit à la maternelle, ce qui indique que les apprentissages musicaux peuvent également avoir des retombées extracurriculaires importantes qui contribuent à la réussite scolaire (Bolduc et Montésinos-Gelet, 2005 ;Bolduc, 2006 ;Register, 2001 ;Standley et Hughes, 1997).…”

Section: Introduction Et Problématiqueunclassified

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La production de notations musicales inventées : une autre façon d’approcher l’écrit à la période préscolaire

Bolduc

2010

rse

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RésuméCette recherche porte sur la conscience de l’écrit en musique. Pendant 10 semaines, 17 enfants de maternelle ont participé à un programme qui visait à examiner leurs représentations musicales par l’entremise de productions graphiques nomméesnotations musicales inventées. Nos résultats révèlent que peu d’enfants utilisent le code graphique musical au pré-test, mais que la majorité l’emploie au post-test. Les commentaires métagraphiques formulés par ces élèves montrent une maîtrise de certains paramètres musicaux et révèlent que plusieurs apprentis scripteurs établissent des liens directs entre les écritures musicale et scripturale. En somme, il apparaît que l’éducation musicale puisse être une façon complémentaire d’éveiller à l’écrit à la période préscolaire.

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Pitch Processing and Phonological Awareness.

Cited by 22 publications

References 23 publications

Potential Inclusion of Multiple Intelligences in Jordanian EFL Textbooks: A Content Analysis

Potential Inclusion of Multiple Intelligences in Jordanian EFL Textbooks: A Content Analysis

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

La production de notations musicales inventées : une autre façon d’approcher l’écrit à la période préscolaire

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