The effects of musical training on the decoding skills of German‐speaking primary school children

Rautenberg, Iris

doi:10.1111/jrir.12010

Cited by 51 publications

(35 citation statements)

References 39 publications

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“…The hypothesis that musical training can enhance reading ability was tested as early as 1975 (Hurwitz et al, 1975) and has since been investigated in at least twenty-two separate studies. This work has ranged from cross-sectional comparisons of musicians and nonmusicians to longitudinal studies with random assignment of children to music training or control groups (for recent examples see Cogo-Moreira et al, 2013 and Rautenberg, 2013). Although there is a moderate degree of variability in the results reported, likely due to the heterogeneous nature of musical training, eighteen of the twenty-two studies reported that musical training increased reading or pre-reading abilities (for a review see Tierney and Kraus, 2013a).…”

Section: Musical Training and Readingmentioning

confidence: 99%

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

Tierney

Kraus

2014

Front. Hum. Neurosci.

122

107

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Phonological skills are enhanced by music training, but the mechanisms enabling this cross-domain enhancement remain unknown. To explain this cross-domain transfer, we propose a precise auditory timing hypothesis (PATH) whereby entrainment practice is the core mechanism underlying enhanced phonological abilities in musicians. Both rhythmic synchronization and language skills such as consonant discrimination, detection of word and phrase boundaries, and conversational turn-taking rely on the perception of extremely fine-grained timing details in sound. Auditory-motor timing is an acoustic feature which meets all five of the pre-conditions necessary for cross-domain enhancement to occur (Patel, 2011, 2012, 2014). There is overlap between the neural networks that process timing in the context of both music and language. Entrainment to music demands more precise timing sensitivity than does language processing. Moreover, auditory-motor timing integration captures the emotion of the trainee, is repeatedly practiced, and demands focused attention. The PATH predicts that musical training emphasizing entrainment will be particularly effective in enhancing phonological skills.

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Section: Musical Training and Readingmentioning

confidence: 99%

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

Tierney

Kraus

2014

Front. Hum. Neurosci.

122

107

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“…This contrasts with previous work, which has focused on atypical development (Weinert, ). We also examined the possible relation between rhythmic skills and phonological awareness, as suggested in past work examining the role of rhythm in learning to read (Anvari et al ., ; Forgeard et al ., ; Rautenberg, ).…”

Section: Introductionmentioning

confidence: 99%

“…This relation has been shown for children with and without music training. Higher levels of musical aptitude are associated with enhancement in a number of reading-related skills in children without formal music training (Anvari, Trainor, Woodside & Levy, 2002;Forgeard, Schlaug, Norton, Rosam & Iyangar, 2008;Strait, Hornickel & Kraus, 2011;Rautenberg, 2013). In the domain of musical rhythm, kindergarteners' rhythmic aptitude has been found to predict their second grade phonological awareness and word identification proficiency (Moritz, Yampolsky, Papadelis, Thomson & Wolf, 2013).…”

Section: Introductionmentioning

confidence: 99%

Musical rhythm discrimination explains individual differences in grammar skills in children

Gordon

Shivers

Wieland

et al. 2014

Developmental Science

155

150

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This study considered a relation between rhythm perception skills and individual differences in phonological awareness and grammar abilities, which are two language skills crucial for academic achievement. Twenty-five typically developing 6-year-old children were given standardized assessments of rhythm perception, phonological awareness, morpho-syntactic competence, and non-verbal cognitive ability. Rhythm perception accounted for 48% of the variance in morpho-syntactic competence after controlling for non-verbal IQ, socioeconomic status, and prior musical activities. Children with higher phonological awareness scores were better able to discriminate complex rhythms than children with lower scores, but not after controlling for IQ. This study is the first to show a relation between rhythm perception skills and morpho-syntactic production in children with typical language development. These findings extend the literature showing substantial overlap of neurocognitive resources for processing music and language. A video abstract of this article can be viewed at: http://youtu.be/_lO692qHDNg.

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“…Reading ability and phonological awareness are related to a variety of rhythmic abilities, including reproduction of rhythmic patterns (e.g. Rautenberg, 2015), tempo reproduction (Moritz, Yampolsky, Papadelis et al, 2012); tapping to the beat of music (David, Wade-Woolley, Kirby and Smithrim, 2007); and discrimination of stimuli based on amplitude rise times (see Goswami, Wang, Cruz, et al 2011;Leong, Hamalainen, Soltesz and Goswami, 2011) and temporal patterns (e.g. Overy, 2003;Strait, Hornickel and Kraus, 2011).…”

Section: The Relationship Between Music and Languagementioning

confidence: 99%

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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The effects of musical training on the decoding skills of German‐speaking primary school children

Cited by 51 publications

References 39 publications

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

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

Musical rhythm discrimination explains individual differences in grammar skills in children

Can a rhythmic intervention support reading development in poor readers?

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