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Promoting Language Development Through Music
Abstract
Suggests that the power of music and those elements of language (rhythm, harmony, melody, form, dynamics, and mood) are valuable aids to language development in children. The parallel development of these forces in language and music are sources of powerful motivation for teaching word recognition, comprehension, reading study skills, and literary comprehension. Some examples of the common elements of reading and language that may be used with learning disabled children are presented. (6 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Music or songs in vulnerable languages may be used in schools and other public gatherings or combined with other strategies of language revitalization. The usefulness of music in second language learning and teaching has been documented (Botarri & Evans 1982;Jalongo & Bromly 1984;McCarthy 1985). Lynch (2005) outlines the advantages in using songs in the language teaching and learning endeavor. ...
Several interdisciplinary researchers have been interested in the relationship between language and music thus producing several works in quest of this interdisciplinary connection. This study, on the other hand, attempted to examine how music may be utilized to reinvigorate the understudied minority languages. It focuses on three South Guan languages: Leteh, Kyerepong and Efutu. Studies done in this area have observed that in notable respects, language and music are systematically comparable. For instance, the two are similarly constructed of functional and meaningful units; both possess phonemic and morphemic properties. Furthermore, the phonemic and morphemic units/properties are used to produce utterances by rules of sequencing and re-combination. This study draws on the Affective Filter Hypothesis (Krashen, 1982) which emphasizes the importance of positive emotions in language acquisition. Language surveys were conducted in Winneba, Larteh and Adukrom where the three languages are spoken. The study concludes that the principle behind the use of songs in teaching a second language can be extended to the teaching/learning of less-studied languages/minority languages and ultimately, their revitalization.
... En relación a esto, McCarthy (1985) sostiene que las habilidades en el reconocimiento de palabras, comprensión de lectura, y apreciación literaria son reforzadas cantando canciones, del mismo modo, Hansen, Bernstorf y Stuber (2004) respaldando esta idea, indicaron que la fluidez rítmica aplicada en rimas y cantos, se puede transferir a la fluidez necesaria para leer comprensivamente. ...
... Some researchers have focused on the impact of more general musical activities on language and literacy skills (e.g. (McCarthy, 1985). Using rhyme, rhythm and repetition has been shown to facilitate the learning of vocabulary (Baechtold & Algier, 1986), particularly in poor readers (Newsom, 1979), and has subsequently led to improvement in reading, comprehension, attitudes and motivation. ...
Executive Functions (EFs) include cognitive processes such as attention, problem solving, inhibition, cognitive flexibility and working memory. EFs develop throughout childhood and into early adulthood, and are essential for school readiness and success. The significant role of EFs in academic achievement and beyond brings to light the distinct disadvantage of children who experience EF deficits. Deaf children, like some other groups with atypical development, have been found to have delays in EF development, particularly in planning, problem solving, and inhibition. This thesis reports the findings from two studies investigating EF in two groups of deaf participants. The first study explores the EF skills of a unique group – deaf musicians. This study compares the EF skills of deaf and hearing adult musicians with deaf and hearing non-musicians. The results reveal similarities in the EF profiles of deaf and hearing musicians, adding to the current debate in the literature about the impact of musicianship on EF skills and the underlying mechanisms that drive gains in EF through music. The second study, which is the main focus of the thesis, describes a musicbased EF intervention carried out with deaf children in three London mainstream primary schools. It covers the design and implementation of the intervention, what effect the intervention had on children’s EF (in particular, the significant impact found on children’s working memory and inhibition skills), the implications of the findings for existing models of EF, and the potential for using musical training to improve deaf children’s EF skills. Results from both studies indicate that music-based EF training may be a valuable tool for improving EF skills in deaf individuals and highlights the need for further investigation into the relationship between music and EF within the deaf population.
... En relación a números cantados frente a números hablados, evidencias empíricas, hallazgos de investigación (Battle y Ramsey, 1990;Hansen, Bernstorf y Stuber, 2004;McCarthy 1985;Mizener, 2008) y prácticas pedagógicas anteriores, tales como el uso de canciones, rimas o adivinanzas en los primeros años de escolarización (Ramírez, 2006), llevaban a pensar que la información cantada (en este caso números) sería mejor recordada que cuando sólo era hablada. Sin embargo y al contrario de estos pronósticos, no se encontraron diferencias significativas. ...
Previous findings indicate that cognitive relations between perception of musical and linguistic are around the syntactic processing, phonological awareness and prosodic aspects of the language. On the other hand, it has been shown that the use of syllables or
mnemonics devices, are an effective pedagogical approach to the teaching of rhythmic reading skills. This study seeks to determine if the use of the Spanish language for hyphenation helps the memorization of rhythmic sequences; and if there are differences in the degree of memorization of information sung at major mode, minor mode or recited (spoken words), in third grade students. So were two short-term musical memory test, that relate rhythm sequences with pseudo - words, and on the other hand, major and minor with numerical digit melodies. These tests were applied to N = 115 Spanish and Chilean students. The results showed significant differences (p = 0.027) in favor of students who recalled rhythmic sequences with pseudo-words versus those who did so only instrumental rhythmic sequences. On the other hand not there were significant differences (p = 0.317) between tiers of storage depending on the form that was submitted the information, however, Spanish children have been significantly favored (p = 0.022) melodies using mode Chilean with minor students and greater (p = 0.011).These results suggest that the use of syllables optimizes performance in rhythmic memory musical short term and on the other hand, show certain differences in the musician-cultural contexts of Chilean and Spanish students.
... Music engages their attention and it helps memorizing the words. Jolly (1975), Martin (1983), Jalongo & Bromley (1984), McCarthy (1985), Medina (1990), Murphey (1992), Schunk (1999), Stansell (2005), Siskova (2009), Horn (2009) stated that the relationship between music and language was undeniable and the importance of music in language teaching could not be underestimated. Atilay (2017) and Atilla (2014) carried out qualitative studies based on teacher observations. ...
Vocabulary is an inevitable component of all language teaching methodologies. Some like
lexical and oral approaches claim the lexis to have the direct effect in language acquisition while others advocate that rote learning in vocabulary helps learning a foreign language. According to the Grammar Translation Method and the Oral Approach, vocabulary was a significant element for foreign language learning. Reading a language’s literature and translating texts were possible by memorizing endless word lists. Without enough vocabulary knowledge, being proficient in language skills was impossible (Richards&Rodgers,2014). Young learners need language exposure subconsciously in context to turn the input into acquired knowledge. This study investigates the effectiveness of songs on English vocabulary teaching to young learners.
Participants were at the age of 7-8, 24 second-graders of primary education with nonproficiency of English. They had already been grouped into two classes and named as “control group” and “experimental group”. The control group was introduced to the words with flash cards and had drawing and colouring activity with pictures of target vocabulary words. The experimental group was also introduced to the target vocabulary items via flash cards and they had a listen-and-fill-in activity. Results of pre- and post-tests indicate no statistically significant differences between the groups.
... Badania prowadzone w Polsce i na świecie dowodzą, że słuchanie muzyki przez dzieci w wieku wczesnoszkolnym wspomaga rozwój umiejętności czytania, naukę języków obcych, umiejętności matematyczne, poprawia pamięć, rozumowanie, zdolności logiczne, samoocenę i kompetencje społeczne. H. Bergson (1859Bergson ( -1941, Z. Lissa (1908-1980), H. Read (1893-1968), E. Lipska (1945 i inni analizowali wpływ muzyki na procesy poznawcze umysłu dziecka, w tym postrzeganie, strukturalizowanie i wartościowanie [Jolly 1975;Roskam 1979;Martin 1983;Jalongo, Bromley 1984;McCarthy 1985;Przychodzińska-Kaciczak 1987;Przychodzińska 1989Przychodzińska , 1997Butzlaff 2000]. Literatura światowa dotycząca powszechnej edukacji muzycznej od wielu lat omawia bardzo interesujący problem tzw. ...
... It is currently a common practice to use sound and music in the classroom to support foreign/second language teaching. Literature abounds with the positive statements regarding the efficacy of music as a vehicle for (first and) second language acquisition (Jalongo and Bromley 1984, McCarthy 1985, Martin 1983, Medina 1990, Mitchell 1983, Jolly 1975. In my experience, students are amazed with the challenge of singing in any world language. ...
Learning a foreign language can be troublesome and takes time and dedication. Usually, learners are profoundly influenced by their teachers’ moods, attitudes and methods, yet teachers sometimes lack the ability to engage learners actively in language acquisition activities. In this work, I aim at suggesting a few teaching tips regarding the employment of sound and music to increase students’ motivation in foreign/second language acquisition. My findings originated from a seminar held on 5. December 2011 at the British Council in Naples. On that occasion, participants had the opportunity to explore the advantages and disadvantages of using sound and music in the classroom, which I supplemented with my own personal ideas and experience, drawing from the fact that both sound and music have been acknowledged to be universal means of intercultural communication.
... Vygotsky (1998, p. 196) specifically opposed stretching the child's development into adolescence and adulthood; that is, applying the same rules of periodization to adults. He asserted that a new psychological formation was represented by new relationships among other functions, processes, and systems (Vygotsky, 1999, p. 75 See Lems (1996), McCarthy (1985), and Richard-Amato (1996) for appropriate ESL activities. 92). ...
... Similarly, listening to the radio can create opportunities for parents and children to discuss unfamiliar words, sing and repeat rhymes, and play language and counting games. Music can be a fun and effective way to teach children concepts such as vocabulary and phonemic awareness (Calvert and Tart, 1993;Gromko, 2005), and familiarity with the basics of musical structure has been linked with children's language skills (Besson et al., 2007;McCarthy, 1985). It is interesting to note that while children's book and radio access were mediated by parent-child interactions, no other forms of media demonstrated this mediating relationship. ...
Children who start school with strong language skills initiate a trajectory of academic success, while children with weaker skills are likely to struggle. Research has demonstrated that media and parent–child interactions, both characteristics of the home literacy environment, influence children's language skills. Using a national sample of American parents of children aged 8–36 months (n = 500), the current study evaluated how media and parent–child interactions are associated with children's language skills. Results indicated a positive association between literacy-based parent–child interactions and children's language production. The association between access to radios and children's books was mediated by parent–child interactions. These results offer important implications for creating home interventions to boost the language abilities of children before entering school.
... En una fase posterior, la familiaridad con el contenido y el contexto les facilita pronunciar correctamente las palabras que leen y comprender su signiicado, por ello es importante diseñar actividades musicales relacionadas con habilidades lectoras (Standley, 2008). De igual modo, las habilidades de reconocimientos de palabras, comprensión, estudio lector, análisis y apreciación literaria pueden ser reforzadas por el canto de canciones (McCarthy, 1985). El ámbito escolar tiene en sus manos recoger todos estos conocimientos para aplicarlos en la práctica y favorecer el aprendizaje lingüístico en el alumnado, especialmente en aquél con mayor diicultad, como es el caso del alumnado inmigrante. ...
The case is presented of a six-year-old child of Bulgarian origin, with serious language problems, both oral and reading-writing skills, as well as problems with social interaction and communication stemming from them. The intervention consisted of nine sessions in an interdisciplinary programme to work simultaneously with the areas of language and music in a complementary manner with the whole class group. The main objective of the intervention was to encourage the child's communication, comprehension, speaking and writing in Spanish, in order to improve his linguistic development.
... Se promovió la refl exión sobre términos gramaticales, la organización y estructura del discurso, tanto en el ámbito del discurso verbal como musical. McCarthy (1985) destacaba la importancia del desarrollo de la apreciación literaria mediante la refl exión sobre la estructura y los detalles, la combinación de palabras, etc., del discurso. En nuestra experiencia, el trabajo sobre el modelo de la canción favoreció la profundización en este campo. ...
Música y lenguaje poseen unos campos compartidos, tanto en la implicación de los mismos instrumentos vocales, auditivos, cognitivos, etc., como similares fases de desarrollo. En el ámbito educativo de la enseñanza infantil esta complementariedad puede ser favorecedora de experiencias globalizadores significativas para el alumnado. La investigación llevada a cabo en un aula de educación infantil muestra los contenidos educativos compartidos por la lengua y la música que pueden ser trabajados en actividades conjuntas y significativas para ambas áreas en estas edades tempranas.
... Music is a subject that has been used in this field as a teaching tool for many years. It has been demonstrated that music is a trigger that improves academic skills such as vocabulary and grammar, and also develops linguistic abilities (Jalongo & Bromley, 1984;McCarthy, 1985;Martin, 1983;Mitchell, 1983;Jolly, 1975). As a ludic activity, music is a discipline that not only reinforces such mentioned abilities but acts as a great motivational source that helps teachers to make the class enjoyable. ...
This article reports on a study conducted at Universidad Nacional de Colombia in the foreign language extension courses. The author shows how young learners who study English in this program can develop their oral production by making and listening to music. The study took place in the first semester of 2009 and followed the qualitative and descriptive approaches to classroom research. The author describes how young learners view music as a ludic tool that will improve their oral performance and how the activities applied by a music teacher help to reinforce the language topics studied in other English classes.
Key words: Music in English learning, teaching young learners, oral production
Este artículo reseña un estudio realizado en la Universidad Nacional de Colombia en los cursos de extensión de lenguas extranjeras. El autor muestra cómo los niños y jóvenes que estudian inglés en este programa pueden desarrollar su producción oral creando y escuchando música. El estudio se realizó en el primer semestre del 2009 y siguió los enfoques cualitativo y descriptivo para la investigación en el aula. El autor describe cómo perciben los niños y jóvenes la música como una herramienta lúdica para mejorar su desempeño oral y cómo las actividades musicales que realiza un profesor de música ayudan a reforzar los temas estudiados en otras clases de inglés.
Palabras clave: la música en el aprendizaje del inglés, enseñanza del inglés a niños y jóvenes, producción oral
Artificial intelligence (AI) can generate a greater number of recombinations of ideas than humans can, and hence AI-produced creative products could be seen as embodying more innovation and surprise which are worth higher economic value. Yet the lack of human emotionality embedded in an AI product deprives it of an essential ‘humanness’ to which people attach important cultural value. As the overall value of a product is a sum of its economic and cultural values, we assessed the demand differential and quality perception asymmetry of creative products, specifically music compositions, that have been created by humans and AI separately. We conducted a survey with a quasi-experimental design and found that respondents reveal lower valuations towards music generated by AI and will moderate their evaluations of quality away from AI- and towards human-generated compositions when the type of composer is known. The demand for creative goods is sensitive to consumers’ perceptions of cultural proximity to humanness that determine the acceptability of AI products.
Objective: Reading is an indispensable skill. The study investigated the effects of music therapy on the reading skills of pupils with intellectual disability. Methods: An experimental research design was used. The sample was purposively selected from two special schools for pupils with intellectual disability in Ibadan, Nigeria. Seventeen pupils were randomly assigned to two groups (music therapy and control groups). Eighteen sessions of music therapy were conducted with the experimental group only. The Reading Skills Test was used before and after the intervention to collect data. Analysis of Covariance (ANCOVA) was used for data analysis. Results: The data indicated that there was a significant statistical difference between pre-test and post-test results. The interaction effect of treatment and parents’ socio-economic status was not significant for the participants’ reading. Conclusion: Music therapy enhanced the reading skills of pupils with intellectual disability and should be adopted in teaching pupils with intellectual disability. Keywords: Music therapy; parents’ socio-economic status; pupils with intellectual disability; reading skills
Vom 11. bis zum 13. März 2013 fand der Kongress „Ästhetisches Lernen im DaF-Unterricht. Musik – Kunst – Film – Theater – Literatur“ an der Universidad Nacional Autónoma de México (UNAM) in Mexiko-Stadt statt. Organisiert wurde diese Veranstaltung in Zusammenarbeit mit dem Fremdsprachenzentrum (Centro de Enseñanza de Lenguas Extranjeras - CELE) der selbigen Universität, dem Goethe-Institut Mexiko, dem Deutschen Akademischen Austauschdienst (DAAD), dem Österreichischen Austauschdienst (OeAD), dem Österreichischen Kulturforum Mexiko sowie dem mexikanischen Deutschlehrerverband (AMPAL). Ziel des Kongresses war es, die verschiedenen Kunstformen unter Beachtung ihrer jeweils eigenen Ästhetik in den Mittelpunkt zu stellen. Zwei zentrale Fragestellungen leiteten dabei die Diskussion: Zum einen wurde die Rolle der Künste im heutigen DaF-Unterricht hinterfragt. Zum anderen wurde erörtert, wie man das ästhetische Lernen vor dem Hintergrund der zunehmenden Kompetenzorientierung stärken kann. An dieser Stelle setzte der Eröffnungsvortrag zum Thema „Ästhetische Bildung im fremdsprachlichen Literaturunterricht als Grundlage für nachhaltiges Lernen – ein unterschätzter Zugang in DaF“ von Prof. Dr. Carmen Schier (Hochschule für angewandte Wissenschaften Coburg) an. Sie verwies darauf, dass sowohl sinnliche Wahrnehmung als auch Emotionen in der heutigen Bildung kaum eine Rolle spielten, obwohl ästhetisches Lernen vielfältige Kompetenzen wie Kreativität, emotionale Intelligenz und flexibles Denken fördere und Nachhaltigkeit erzeugen könne. Am ...
Kültürün ayrılmaz parçaları olan dil ve müzik, birbirinden bağımsız olarak düşünülemez. Müziğin yapı taşlarından biri olan ses, dil gelişim sisteminde ilk sırada yer alır. Bu araştırmanın amacı, dil gelişiminde müziğin yerini incelemektir. “Dil gelişimi” ve “müzik” alanları ayrı ayrı incelendiğinde, ülkemizde yeterli düzeyde çalışmalar bulunmasına rağmen, dil gelişimi ve müzik arasındaki bağlantıyı araştıran çalışmalar yok denecek kadar azdır. Müziğin, dil gelişim dönemlerinden ve dil gelişimini etkileyen faktörlerden hangilerinde, nasıl ve ne şekilde yer aldığı düşüncesiyle, araştırmanın problemi “dil gelişiminde müziğin yeri nedir?” olarak belirlenmiştir. Araştırma literatür taramaya dayalı betimsel bir çalışmadır. Araştırmada dil gelişiminde; dili oluşturan sistemler, dil gelişiminin kazanılması ile ilgili kuramlar taranmış, dil gelişim dönemlerinde ve dil gelişimini etkileyen faktörlerde müziğin yeri bir çerçeveye oturtulmak istenmiştir. Dil gelişimi çalışmalarının literatürde ağırlıklı olarak erken çocukluk döneminde yoğunlaştığı, ninni, tekerleme ve sayışmaların çocukların dil gelişiminde önemli bir yere sahip olduğu sonucuna varılmıştır.
School education is a complex process in which students and teachers interact in a context. In order to obtain an adequate and complete advance in the field of educational research, it is necessary to study in depth the different parts of this process. This article focuses on the study of the interdisciplinary teamwork of teachers in a project on the awareness of the linguistic discourse, verbal and musical, in early childhood education. In this project the generalist teachers carried out the music-verbal activities with their students. The objective of this study was to analyse the influence of the work in teaching team, composed by generalist teachers and music specialist, in this project; examining the parameters that influence its functioning and observing the benefits of its application. The analysis has been carried out from the qualitative methodology, finding that previous knowledge and experience of each teacher, positive interdependence between them, shared responsibility and the role of the music specialist and of the School influence the proper functioning of this group. The teamwork carried out in this project has reported benefits, among which are the production of linguistic knowledge, training and professional development of the teachers involved. It is valued that the project is not only beneficial for students but also for teachers.
In this study the effects of ice breakers as a classroom activity on Foreign Language Speaking Production has been investigated. Participants of the study were one hundred Turkish EFL students from the American Culture Institute, Erzurum, Turkey who were selected after following the English standard speaking test (IELTS). Afterwards, they were divided into two groups in random manner; the experimental group and the control group. Students of both groups had to speak about some topics that were considered as their pre-tests and post-tests. The scores were analyzed through SPSS by applying normality test, correlation test, and independent sample t-test. The findings revealed that participants in the experimental group, who had received the treatments on ice breakers, significantly enhanced better performance in a speaking test.
This article reviews the literature that has explored the ways in which music may have benefits beyond those associated with our enjoyment of active engagement or listening in community and educational settings. It outlines developments in community music, considers research that has assessed its impact, explores the way in which music has been used to attain educational aims beyond those relating to music education itself, and considers issues and findings relating to the use of background music when studying.
The present study was an attempt to investigate the impact of English verbal songs on connected speech aspects of adult English learners' speech production. 40 participants were selected based on the results of their performance in a piloted and validated version of NELSON test given to 60 intermediate English learners in a language institute in Tehran. Then they were equally distributed in two control and experimental groups and received a validated pretest of reading aloud and speaking in English. Afterward, the treatment was performed in 18 sessions by singing preselected songs culled based on some criteria such as popularity, familiarity, amount, and speed of speech delivery, etc. In the end, the posttests of reading aloud and speaking in English were administered. The results revealed that the treatment had statistically positive effects on the connected speech aspects of English learners' speech production at statistical .05 level of significance. Meanwhile, the results represented that there was not any significant difference between the experimental group's mean scores on the posttests of reading aloud and speaking. It was thus concluded that providing the EFL learners with English verbal songs could positively affect connected speech aspects of both modes of speech production, reading aloud and speaking. The Findings of this study have pedagogical implications for language teachers to be more aware and knowledgeable of the benefits of verbal songs to promote speech production of language learners in terms of naturalness and fluency.
The purpose of this study was to determine the effectiveness of music in grammar teaching to university students. The study was conducted with elementary level students at School of Foreign Languages at Uludağ University. Two participating groups each composed of 19 students were selected randomly. The control group was taught in traditional methods without any use of audio materials. The experimental group was taught the same grammatical structure with the help of selected songs and class activities including singing with musical instruments. The data were collected through a pre-test and a post-test which measured students’ grammar competence. The test results of both groups were scored and compared. In order to evaluate motivation of the experimental group, a survey was conducted.
The authors examine the difficulties experienced by dyslexic musicians in the formalized study of music, in particular, musical notation. They describe case studies from the literature and from personal interviews they conducted with musicians about their educational histories, musical weaknesses and strengths, and successful compensatory strategies. The authors make instructional suggestions for educators and musicians with dyslexia on how to use multisensory approaches to teach musical notation.
The purpose of the present study was to examine the effect of melody and rhythm on typical hearing and deaf/hard-of-hearing preschool children’s acquisition of selected vocabulary words. Participants (N = 30) were preschool children 3 to 4 years of age with typical hearing (n = 15) and varying levels of hearing loss (n = 15). After consultation with early childhood specialists and pilot testing participants’ knowledge of vocabulary, 24 target words were selected from the Peabody Picture Vocabulary Test. Four target words from the categories: plants, birds, animals, woodwind/string instruments, percussion instruments and vegetables were assigned to one of four conditions: (1) no contact control—words not purposefully taught, (2) contact control/conversational—words taught using speaking voice, signs, and visual aids, (3) melody—words taught through singing, signs, and visual aids, and (4) rhythm—words taught through rhythmic chants, signs, and visual aids. Analyses revealed that hearing participants made significant gains from pre- to post test under the rhythmic, contact control/conversational and melodic conditions. Further analysis revealed that their pre- to posttest gains under the contact control/conversational condition were significantly greater than their gain scores under the melodic and no contact control conditions. Additional analysis revealed that participants with hearing losses made significant gains from pre to posttest under the rhythmic and conversational/signed conditions. Further analysis revealed that their pre- to posttest gain scores under the rhythmic condition were significantly greater than their gain scores under the contact control/conversational, melodic, or no contact control conditions. This last finding corroborates previous research that indicates rhythmic cueing can be an effective mnemonic device for sight word recognition, particularly for children with hearing losses.
ACKNOWLEDGMENTS Thanks to my Lord for giving me strength and for directing me to the guidance,I needed. I would like to express my appreciation to my family whose,love and encouragement have made my efforts worthwhile. Loving thanks go to Rebeca, Samuel, and Sharon for believing in me and for their assistance in completing this task. I thank Rebeca for helping with research, Samuel for the initial recordings used in conducting the pilot studies, and Sharon for her indispensable help on the domestic front. Thanks go to my husband,Carlos for time spent retrieving articles and making copies. I also thank my parents, Claude
Researchers and practitioners recognize that musical activities reinforce many aspects of language development. Chanting and rhythmic speaking, singing, and listening are all experiences that support language development. This article describes language-enhancing activities in those three areas and explains how they strengthen language development. Activities involving chanting and rhythmic speaking are helpful in the practice of elements of speech that parallel musical elements and in the exploration of oral reading skills. The singing and chanting activities provide practice in rhythm, form, dynamics, and mood, which are concepts and skills common to language and music. The article also includes considerations for selecting songs appropriate for reinforcing language skills. Finally, examples of music listening activities demonstrate how students may develop all of the modalities of communication, including receiving and transmitting information aurally and receiving and transmitting information visually.
There is extensive evidence suggesting that the language and literacy problems experienced by dyslexics are caused by deficits in various sensory, cognitive and motor processes. Several theories on the underlying cause of these deficits are converging on the idea that the fundamental problems derive from abnormal neurological timing, or "temporal processing". It has been proposed that temporal processing ability can be improved through training, and that this will lead to improved language and literacy skills (Tallal et al., 1996). Music training, requiring very accurate timing skills, can offer a medium for the development and improvement of temporal processing ability, and thus may provide a valuable form of extra remediation for dyslexic children. This article reports some preliminary work in this area, which has produced encouraging results. Further research is also outlined. © 2000 by the Society for Research in Psychology of Music and Music Education.
The influence of music on language learning and performance has been the subject of study for many years. The purpose of the present study was to investigate the effect of classical music (Mozart Sonata) on the reading comprehension performance of two groups of Iranian students in an English institute in Iran. To this end, the study compared two groups of Iranian English students (N=60) over a period of three months: one was taught reading comprehension with a music background and the other with no music background whatsoever. The results of the study showed a significant difference between the performance of the group exposed to music and the performance of the other group not exposed to music. The group taught reading comprehension with a music background outperformed the other taught it with no music background.
Mode of access: World Wide Web. Title from document title page. Thesis (Ph. D.)--Louisiana State University, Baton Rouge, 2002.
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