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Does Music Instruction Help Children Learn to Read? Evidence of a Meta-Analysis
Abstract
This meta-analysis of 30 studies using a variety of music interventions to affect reading skills resulted in a moderately strong, significant, overall effect size of d = .32. When music activities incorporate specific reading skills matched to the needs of identified children (d = .44) or contingent music is used to reinforce reading behavior (d = .66), benefits are large. The music activities that pair alphabet recognition with phonetic patterns, incorporate word segmentation and sound blending skills, and promote rapid decoding skills are effective in enhancing reading instruction and require little transfer to the assessment methodology. Benefits are greater when the special music reading activities are added to an existing music education curriculum than when replacing it. All schedules of intervention are equally effective regardless of whether daily, intense, short-term, or weekly periodic intervention spread across the school year.
... The benefits of a music education can be viewed across different cognitive domains. Several studies point to evidence that music education has on specific cognitive skills (Bugaj & Brenner, 2011;Costa-Giomi, 2004;Pitts, 2014Pitts, , 2017Schellenberg, 2012;Standley, 2008;Tierney & Kraus, 2013). A study by Hallam and Rogers (2016) found that playing an instrument lead to better academic outcomes. ...
... Far, or high road transfer, refers to the effects of music education on academic achievement in different fields, such as mathematics (Barnett & Ceci, 2002). Accordingly, researchers argue that playing music or singing has the capacity to enhance cognitive functions such as memory (Chan, et al., 1998;Ho, et al., 2003), reading (Standley, 2008;Corrigall & Trainor, 2011), writing (Anvari, et al., 2002), mathematical skills (Vaughn, 2000;Hodges & O'Connell, 2010), spatial reasoning (Bilhartz, et al., 1999;Hetland & Winner, 2004), and intelligence (Degé & Kubciek, 2011a). Yet, research on far or high road transfer is inconclusive, as the studies are inconsistent in their applied methodologies. ...
... The music education literature reflects differences in understanding generalizability from music learning interventions. For instance, Standley's (2008) meta-analysis states that a strength and weakness of music education interventions rests in the diverse methodological designs of studies, which renders it difficult to produce generalizations. Both music therapy and education disciplines apply holistic (e.g., interpretivist epistemology, as measured by qualitative data) and experimental (e.g., objectivist epistemology, as measured by quantitative data) approaches within their methodologies. ...
In recent years, there has been an increase in cross-disciplinary collaboration between healthcare, music therapy, and music education, with digital music technology playing a significant role. This collaboration has created ample opportunities to enhance collaboration among these fields, particularly in the development of technology aimed at addressing specific problem areas. However, recent literature presents ambiguous evidence regarding the effectiveness of these technologies in improving outcomes in assessments commonly found within these domains, as well as their contributions to professional practice. Consequently, this dissertation aims to investigate the application of digital music technologies in diverse health-related and educational settings. It does this by addressing three broad and fundamental research questions: What types of affordances are present in technologies utilized in music therapy and educational settings? How can feedback be used across music therapy and educational settings? What practical ways can digital and music technology be used by music therapists and educators? This dissertation is based on four studies (a cross-sectional survey, a narrative review, development of a computational musical system and perceptual assessment, and a mixed-methods study), which results in four articles. Article I provides an understanding of how technology enabled the delivery of music therapy during a global pandemic. Article II finds promising evidence for symptom reduction during neglect rehabilitation through the use of Virtual Reality (VR) and Musical Neglect Training (MNT) interventions and explores intersections of VR and music therapy interventions for the purposes of neglect rehabilitation. Article III outlines the development of a musical system that uses sonification with the purposes of stimulating physical activity. A perceptual assessment of the musical system shows that the sonification accurately represent high- and low- activity subjects. Article IV tests an experimental intervention, the KAiKU Music Glove, compared to an established technology, the iPad, in a music classroom, with two groups of students being tested across academic assessments. The students also responded to user experience surveys and were qualitatively observed while using their technologies. Results show significant differences in test scores, favouring the iPad technology. Important ease of use ratings and qualitative observations are discussed. The dissertation proposes the following set of affordances which are active across the four interventions, (1) Adherence and Motivation, (2) Physical Activity, (3) Perceptual Entrainment and Motor Coordination, (4) Engagement and Concentration, as well as advantageous types of feedback for therapeutic and educational practice present within the interventions. Additionally, the dissertation outlines areas where these interventions intersect in their stimulation of bodily movement, as well as multisensory behaviour. Cumulatively, the findings of this project provide an innovative resource in accounting for how digital music technology supports professional music therapy practice, rehabilitative practice, the stimulation of physical activity, and music learning in the classroom.
n recent years, there has been an increase in cross-disciplinary collaboration between healthcare, music therapy, and music education, with digital music technology playing a significant role. This collaboration has created ample opportunities to enhance collaboration among these fields, particularly in the development of technology aimed at addressing specific problem areas. However, recent literature presents ambiguous evidence regarding the effectiveness of these technologies in improving outcomes in assessments commonly found within these domains, as well as their contributions to professional practice. Consequently, this dissertation aims to investigate the application of digital music technologies in diverse health-related and educational settings. It does this by addressing three broad and fundamental research questions: What types of affordances are present in technologies utilized in music therapy and educational settings? How can feedback be used across music therapy and educational settings? What practical ways can digital and music technology be used by music therapists and educators? This dissertation is based on four studies (a cross-sectional survey, a narrative review, development of a computational musical system and perceptual assessment, and a mixed-methods study), which results in four articles. Article I provides an understanding of how technology enabled the delivery of music therapy during a global pandemic. Article II finds promising evidence for symptom reduction during neglect rehabilitation through the use of Virtual Reality (VR) and Musical Neglect Training (MNT) interventions and explores intersections of VR and music therapy interventions for the purposes of neglect rehabilitation. Article III outlines the development of a musical system that uses sonification with the purposes of stimulating physical activity. A perceptual assessment of the musical system shows that the sonification accurately represent high- and low- activity subjects. Article IV tests an experimental intervention, the KAiKU Music Glove, compared to an established technology, the iPad, in a music classroom, with two groups of students being tested across academic assessments. The students also responded to user experience surveys and were qualitatively observed while using their technologies. Results show significant differences in test scores, favouring the iPad technology. Important ease of use ratings and qualitative observations are discussed. The dissertation proposes the following set of affordances which are active across the four interventions, (1) Adherence and Motivation, (2) Physical Activity, (3) Perceptual Entrainment and Motor Coordination, (4) Engagement and Concentration, as well as advantageous types of feedback for therapeutic and educational practice present within the interventions. Additionally, the dissertation outlines areas where these interventions intersect in their stimulation of bodily movement, as well as multisensory behaviour. Cumulatively, the findings of this project provide an innovative resource in accounting for how digital music technology supports professional music therapy practice, rehabilitative practice, the stimulation of physical activity, and music learning in the classroom.
... More specifically, studies have shown the lar-ge benefits of music to teach children to develop foundational reading skills, basic for subsequent literacy development. This has been mainly demonstrated with native speakers and the duration of the intervention was not a significant variable (Standley, 2008). Besides, the emotional benefits of the introduction of music or songs in the classrooms are large. ...
... Finally, it is essential to highlight that the inclusion of music in language classrooms helps particularly those students who have some difficulties in their learning process. In her meta-analysis Standley (2008) checked that music instruction was less effective in normally developing children than in children at-risk, special education learners and English as a second language students (p. 29). ...
... The results observed in the lower literacy level group are consistent with previous studies. The meta-analysis carried out by Standley (2008) confirms that interventions specifically for reading remediation are more effective with at-risk and FL learners. It was also observed that interventions are more advantageous with younger learners. ...
This research has as a main aim to check the benefits of using music in the FL classrooms, specifically with students who present lower proficiency levels in the target language. In order to carry out this project, the design of a pedagogical intervention has been necessary. In particular, two groups of the first year of secondary education took part. One group belonged to a bilingual program, the other one was a group formed by students with some difficulties in their learning process, due to diverse circumstances. The intervention focused on teaching the spelling of the sounds /aI/, /eI/, /i:/ and of regular and irregular verbs in the past simple tense having music an essential role during the sessions. The intervention lasted three sessions, data was collected through two dictation passages made at the beginning and at the end of the intervention. Classroom observation also offered qualitative data. Data gathered show interesting results which are highly positive. However, some students would need more time to acquire the knowledge expected. Finally, some pedagogical implications for future teaching interventions are provided.
... Regarding the included age of participants, it ranged from 5 to 12 years that reversed to the brain plasticity theory which says that earlier intervention has a better prognosis than intervention received in later life [21]. This selection of definite age range led to the limited number of our included studies (7 studies), but if we had taken all ages for participants (children and adults), it could lead to mixing and confusion of results. ...
... This may be considered acceptable as long as the tests used are standardized ones. This was the same as the systematic review of Rolka and Silverman [19], as well as meta-analyses of Standley [21], Butzlaff [7], and Standley [22], and all of them accepted different IQ tests which did not affect their results. ...
... Besides, our systematic review gathered studies that applied the different programs of music therapy whether alone or combined with cognitive therapy, this is based on the theory stated by Standley [21] who made a metaanalysis to study the effect of different music interventions on reading skills in children and collected 30 studies and the results showed that the music interventions were equally effective for durations ranging from less than 4 weeks to those occurred thorough the whole year, so he declared that all schedules of music interventions can function equally well to improve reading that is why we accepted different music therapy programs. As another explanation, we found that all involved programs in our systematic review were based on a common approach of music therapy such as Suzuki, Dalcroze, Kodaly, and Orff methods, and all of the included studies used live music. ...
Background
Kids with learning disabilities can succeed in school and improve their educational level with the help of a correct rehabilitation program; one of the most effective rehabilitation programs is music therapy. As there was little proof educating us knowledge regarding the function of music treatment in the improvement of learning incapacitated kids in this way, it was imperative to gather these bits of studies in a systematic review study to feature the role of music treatment in the restoration of learning disabilities.
The aim of this work is to study the relation between music therapy and learning disabilities, to define the music therapy role and efficacy in the enhancement of learning disabled children to be able to delineate an efficient program therapy later on.
This study is a systematic review and was carried out according to the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol.
Main text
The reviewed included studies were intervention studies that used different groups of cases (learning disabled, dyslexic, or with mathematical problems children) which received the music therapy versus different control groups (normal or dyslexic) receiving normal reading program, cognitive or placebo therapy; also they applied different methods and programs of music therapy. Most of the included studies reported that music therapy is a useful aiding factor in rehabilitation therapy of reading and phonological awareness disorders, however little evidence for positive effectiveness regarding spelling, arithmetic, writing, cognitive abilities, working memory, auditory attention, and rapid auditory processing.
Conclusion
Music therapy (with or without cognitive therapy) has an important and augmenting role in improving reading skills and phonological awareness problems in dyslexic children but does not replace the current methods of rehabilitation. There is little evidence found that music therapy (with or without cognitive therapy) is an effective aiding factor in rehabilitation therapy regarding spelling, arithmetic, writing, cognitive abilities, working memory, auditory attention, and rapid auditory processing in learning disabled children.
... Researchers have examined the relationship between music and literacy for decades (Creak, 1936;Patscheke et al., 2018;Tallal, 1980). The last decade (2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018) alone has produced seven review publications (Bolduc, 2008;Cogo-Moreira et al., 2012;Gordon et al., 2015;Hallam, 2010;Sala & Gobet, 2017;Standley, 2008;. The majority of the review studies (Bolduc, 2008;Gordon et al., 2015;Hallam, 2010;Standley, 2008; concluded that music education improves the underlying skills required for literacy development such as PA. ...
... The last decade (2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018) alone has produced seven review publications (Bolduc, 2008;Cogo-Moreira et al., 2012;Gordon et al., 2015;Hallam, 2010;Sala & Gobet, 2017;Standley, 2008;. The majority of the review studies (Bolduc, 2008;Gordon et al., 2015;Hallam, 2010;Standley, 2008; concluded that music education improves the underlying skills required for literacy development such as PA. However, the Cochrane review by Cogo-Moreira et al. (2012) did not identify any randomised controlled trials evaluating music education for the improvement of reading skills in children with dyslexia. ...
... In the metaanalysis by Gordon et al. (2015), music education was found to stimulate PA development, but not reading fluency. Standley (2008) noted improved transfer between music education and literacy when musical activities incorporated literacy activities. ...
Music education has been demonstrated to positively influence the development of early literacy with the type of intervention identified as a moderating factor. However, research comparing the effects of different music education approaches on phonological awareness and early literacy is limited. This systematic review aimed to compare the effect of the predominant music education approaches, namely Orff, Kodály, Suzuki and Dalcroze, on phonological awareness and early literacy. The PRISMA-P protocol was followed, and the study was registered with PROSPERO (CRD42018094131). Five electronic databases were searched. Eligibility criteria included peer reviewed English-language journal publications of quasi-experimental or experimental research studies with typically developing populations aged five to eight years old. Musical intervention had to be based on the principles of the Orff, Kodály, Suzuki or Dalcroze music education approaches or a combination thereof. Narrative synthesis was used in data analysis. From 329 records identified, five articles, from 1975 to 2013, qualified for final inclusion. The sample was heterogeneous regarding population characteristics, music education frequency and duration and abilities assessed. The outcomes from the included studies showed that music education improved aspects of phonological awareness and early literacy. However, standardization of methodological aspects would be required for definite comparisons between the music education approaches to be made. Although direct effects of the music education approaches could not be described, the review outlined factors, such as methodological diversity, that influence the investigation of skill transfer from music education to literacy abilities. The lack of and need for research from lower-middle income countries investigating music education as an intervention approach for phonological awareness and early literacy was identified.
... Multiple studies and systematic reviews have shown that music instruction can improve PA and early literacy skills in young children (Bhide, Power, & Goswami, 2013;Christiner & Reiterer, 2018;Hallam, 2010;Kraus, Hornickel, Strait, Slater, & Thompson, 2014a;Liebeskind, Piotrowski, Lapierre, & Linebarger, 2014;Moritz, Yampolsky, Papadelis, Thomson, & Wolf, 2013). When the outcomes of individual studies are, however, grouped in meta-analyses (Gordon, Fehd, & McCandliss, 2015;Sala & Gobet, 2017;Standley, 2008), the reliability and significance of the transfer effect from music to early literacy is reduced. Standley (2008) identified a moderately significant overall effect size when reading skills, such as phonological segmenting and blending, were incorporated into music education. ...
... When the outcomes of individual studies are, however, grouped in meta-analyses (Gordon, Fehd, & McCandliss, 2015;Sala & Gobet, 2017;Standley, 2008), the reliability and significance of the transfer effect from music to early literacy is reduced. Standley (2008) identified a moderately significant overall effect size when reading skills, such as phonological segmenting and blending, were incorporated into music education. This finding is supported by research studies and reviews (Bolduc, 2008(Bolduc, , 2009Gromko, 2005;Herrera, Lorenzo, Defior, Fernandez-Smith, & Costa-Giomi, 2011). ...
... The transfer of skills arising from music instruction to foundational literacy is not yet fully understood. All three meta-analyses highlighted the need for longitudinal studies to contribute to the field (Gordon et al., 2015;Sala & Gobet, 2017;Standley, 2008). ...
Multiple studies and systematic reviews have shown that music instruction improves phonological awareness (PA) and early literacy skills in children, although findings vary. In meta-analyses, the reliability and significance of the transfer effect are reduced. The study evaluated the effect of varying durations of music instruction exposure, over a single academic year, on PA and early literacy of young children. Based on the exposure to music instruction, participants were assigned to either a low- or high-exposure group. Additional analyses were conducted for 17 age-matched pairs and to compare participants that only received class music to those that received additional music instruction. Between-groups comparisons showed no significant difference after a single academic year of music instruction. Within-groups comparisons identified more PA improvements in the high-exposure group. Exposure to music instruction for no less than one academic year, is required to conclusively evaluate the effect on PA and early literacy.
... The intersection of music and literacy development has garnered significant attention in educational research. Scholars have explored how musical activities, including playing instruments, singing, and rhythmic exercises, can enhance various aspects of literacy, such as phonological awareness, vocabulary acquisition, and reading comprehension (Anvari et al., 2002;Standley, 2008;Hannon & Trehub, 2005). ...
... Zhou Wang's upbringing within the nurturing environment of the Xi'an Conservatory of Music's campus, under the guidance of her parents, educators at the conservatory, underscores the importance of early exposure and familial influence in shaping musical talents (Anderson, 1983;Standley, 2008). Her transition to the Central Conservatory of Music for further education reflects a commitment to continual self-improvement and academic excellence (Vygotsky, 1978). ...
The Qin Zheng, an ancient Chinese musical instrument, embodies centuries of cultural heritage and artistic expression. Amidst its strings, melodies resonate with stories of ancient China, reflecting the country’s rich history and cultural identity. The objective of this study is to analyze the Qin Zheng playing techniques of Zhou Wang in musical literacy development. The research investigates Zhou Wang’s historical development, pedagogical approach, and playing techniques through a qualitative analysis. The study focuses on the Xi’an Conservatory of Music as the primary research site, where Zhou Wang has taught and mentored students for over three decades. Key informants include Zhou Wang herself, her students, and colleagues in the field of Chinese musical education. Data analysis involves structured interviews, observations of performances and teaching sessions, and transcription of musical examples. The findings reveal Zhou Wang’s mastery of Qin Zheng techniques, including intricate right-hand and left-hand skills, and their significance in fostering musical literacy development. The study highlights the potential benefits of integrating music education, particularly traditional Chinese music like Qin Zheng, into curricula as a means to enrich students’ language skills, cognitive abilities, and emotional intelligence.
... However, results of such studies are mixed. To our knowledge, to date, four meta-analyses addressed the relationship between music training and literacy-related skills (Butzlaff, 2000;Standley, 2008;Cogo-Moreira et al., 2012;Gordon et al., 2015), considering different parameters and selection criteria. The first meta-analysis (Butzlaff, 2000) did not find any significant effect of music on reading skills; However, only a small number of experimental studies, and with a considerable variation of effect sizes, was included. ...
... The first meta-analysis (Butzlaff, 2000) did not find any significant effect of music on reading skills; However, only a small number of experimental studies, and with a considerable variation of effect sizes, was included. The second meta-analysis (Standley, 2008) found a significant, moderate effect of music intervention on reading (overall effect size of Cohen's d ¼ .32) and larger effects when music activities incorporated reading tasks (d ¼ .44) ...
Remediation of reading difficulties through music and auditory-based interventions in children with impairments in reading (such as developmental dyslexia) has been suggested in light of the putative neural and cognitive overlaps between the music and language domains. Several studies had explored the effect of music training on reading development, showing mixed results. However, to date, the meta-analyses on this topic did not differentiate the studies on typical children from those on children with reading difficulties. To draw a clear picture of the remedial effects of music-based and auditory-based interventions, the present review of the literature included studies on struggling readers only. Eighteen studies have been categorized according to the type of the main training activity – either specific auditory training or more broad music training – and the combination with reading exercises. The reviewed studies showed that musical and auditory interventions yielded a positive, but not consistent, effect on reading. Nevertheless, significantly larger improvements of phonological abilities, relative to the control conditions, were overall reported. These findings support the hypothesis of a transfer effect of musical and auditory training on phonological and literacy skills in children with reading difficulties.
... Music and the arts have been found to enhance the learning processes of individuals in the general community and, specifically, to meet the needs of those who are intellectually disabled [25][26][27][28]. Yet, the notion of learning through music is still uncharted territory with regard to life skills education for young adults living with Williams syndrome. ...
... This notion that music may well be the key to learning for individuals living with WS is central to my study, as I contend that educational programmes that focus on talent development and enrichment through music could allow young adults living with WS to learn optimally. Music and the arts have been found to enhance the learning processes of individuals in the general community and, specifically, to meet the needs of those who are intellectually disabled [25][26][27][28]. Yet, the notion of learning through music is still uncharted territory with regard to life skills education for young adults living with Williams syndrome. ...
This article presents a theory explaining how young adults living with Williams syndrome (WS) learn life skills through music. The article answers the question: What theory explains how young adults living with WS learn life skills through music? The theory presented in this article is informed by principles of care ethics and compassionate music education and theories of wellbeing and flourishing. The theory is further informed by empirical data, including data collected during semi-structured interviews, casual conversations, observations, field notes, and social media and blog posts collected at Berkshire Hills Music Academy, Massachusetts, USA, over six weeks. Thematic analysis was the data analysis strategy. The theoretical proposition represented by the findings is: (i) If young adults living with WS have the opportunity to learn through engagement in music activities within a safe environment in which they are engaged, supported, appreciated, motivated, feel that they belong and feel that they are competent, and (ii) if educators are willing to focus on the abilities of these young adults by putting their needs first, (iii) then young adults living with WS should be able to overcome various challenges and ultimately develop the life skills they need to live well.
... These contradictory results might be explained by the type of music training, the length of training and the participants' age and reading level (Corrigall & Trainor, 2011). Nevertheless, in her metaanalysis, Standley (2008) found a small effect size of d = .32 for the benefits of music instruction on reading skills. ...
... Corrigall and Trainor (2011) pointed out that in numerous studies, music training was close to (or combined with) reading interventions, e.g., such as teaching reading skills using song texts (e.g., Dominguez, 1991). Standley (2008) showed that the effect of a music intervention on reading was stronger for programs that comprised direct reading interventions than for those which did not. This close connection between musical training and reading activities might impede the identification of which part of the intervention had an effect on reading: the musical training or the reading part of the training. ...
This study investigates the effects of prosodic sensitivity on reading. Highly capable adult musicians (i.e., persons with potentially excellent prosodic skills) and non-musicians were compared in terms of prosodic sensitivity and reading. Furthermore, the study examines possible reciprocal effects of prosodic sensitivity and reading. Sixty native German-speaking university students, musicians (n = 30) and non-musicians (n = 30), completed three measures of prosodic sensitivity on the sentence level. In addition, word and nonword reading were tested. To check for possible reciprocal effects of prosodic sensitivity and reading, groups of musicians and non-musicians matched on the reading level as well as the prosodic sensitivity level were compared. The results showed that musicians outperformed non-musicians in two of the three prosodic sensitivity measures and both reading measures. Considering subgroup analysis this seems to indicate a non-reciprocal effect of prosodic sensitivity on reading. Moreover, when controlling for phonological awareness, prosodic sensitivity showed a unique effect on reading in the whole sample. Based on the results, we argue that good prosodic sensitivity can facilitate reading performance.
... The intentional use of music can improve the literacy skills of children, whether by a parent teaching their child the ABC song, or by an early childhood educator singing the words of a storybook to a familiar tune. Standley (2008) found in her meta-analysis of 30 studies that music interventions designed to teach reading activities are effective (d = 0.32), suggesting the use of music can especially increase reading ability when matching the needs of each child. In addition to enhancing literacy skills, music can support children's development in all developmental domains while strengthening family bonds in a playful way (Humpal, 2018;Millett, 2016). ...
... Music therapy is an evidence-based health-care profession that uses music to improve non-musical goals such as academic skills, communication, motor ability, and social-emotional functioning. For decades, certified music therapists have worked with individuals across the lifespan, and a variety of research demonstrates the effectiveness of music therapy for many populations, including children (Jellison & Draper, 2015;Register, 2001;Register, Darrow, Standley, & Swedberg, 2007;Standley, 2008) and older adults (McDermott, Crellin, Riddler, & Orrell, 2013;Okada et al., 2009;Raglio et al., 2010;Zhang et al., 2017). The clinical practice of music therapists indicates intergenerational music therapy programs are becoming more common (Belgrave, M., Robinson, C., & Tironi, L., 2016;Wlodarczyk, 2017); however, there is limited data-based evidence on the efficacy of these programs. ...
... In a meta-analysis of 24 correlational studies involving sample sizes of over 500,000 students, revealed a strong positive association between music instruction and reading test scores [18]. In other meta-analysis of 30 studies has shown similar significant effects [19]. A variety of pedagogical songs interventions were examined to look for an effect on vocabulary skills. ...
... A variety of pedagogical songs interventions were examined to look for an effect on vocabulary skills. Based on the meta-analysis, Standley [19], all schedules of intervention were equally effective regardless of the level of intervention intensity (eg, daily, intense, short-term, or weekly). ...
Studies show the role of songs in enhancing brain development. This study aimed to determine the effectiveness of familiar melodies in the vocabulary development of the kindergarten learners. Using a two-group pretest-posttest design, the experimental group (N=25) was taught using familiar melodies and the control group (N=25) was taught using conventional method. The results showed that the experimental group had significant improvement in their vocabulary performance. The study provides evidence that songs with familiar melodies are effective in developing the vocabulary of kindergarten learners.
... The intentional use of music can improve the literacy skills of children, whether by a parent teaching their child the ABC song, or by an early childhood educator singing the words of a storybook to a familiar tune. Standley (2008) found in her meta-analysis of 30 studies that music interventions designed to teach reading activities are effective (d = 0.32), suggesting the use of music can especially increase reading ability when matching the needs of each child. In addition to enhancing literacy skills, music can support children's development in all developmental domains while strengthening family bonds in a playful way (Humpal, 2018;Millett, 2016). ...
... Music therapy is an evidence-based health-care profession that uses music to improve non-musical goals such as academic skills, communication, motor ability, and social-emotional functioning. For decades, certified music therapists have worked with individuals across the lifespan, and a variety of research demonstrates the effectiveness of music therapy for many populations, including children (Jellison & Draper, 2015;Register, 2001;Register, Darrow, Standley, & Swedberg, 2007;Standley, 2008) and older adults (McDermott, Crellin, Riddler, & Orrell, 2013;Okada et al., 2009;Raglio et al., 2010;Zhang et al., 2017). The clinical practice of music therapists indicates intergenerational music therapy programs are becoming more common (Belgrave, M., Robinson, C., & Tironi, L., 2016;Wlodarczyk, 2017); however, there is limited data-based evidence on the efficacy of these programs. ...
Intergenerational programs are becoming increasingly common, yet little data exists on programs involving young children and older adults. The purpose of this randomized-controlled trial was to identify the effects of an intergenerational music therapy program on children’s literacy, older adults’ physical functioning and self-worth, and interactions between the two age groups. Participants were three- and four-year-old children and older adults aged 72–98. Results indicate positive trends in nearly every dependent variable studied and a statistically significant positive outcome for the interaction between children and adults. Additionally, interviews of the older adults’ perception of the program revealed six positive themes.
... En las últimas décadas, la integración de la música en la educación inicial ha sido más profunda, a pesar de que se ha utilizado como herramienta pedagógica desde tiempos antiguos. La música tiene el poder de mejorar diversas capacidades intelectuales y sociales en los niños, como el desarrollo de la atención, la memoria y la comunicación verbal, según (Standley, 2008). La música tiene un impacto positivo en las habilidades cognitivas, facilitando el aprendizaje en áreas como la lectura y el procesamiento fonológico, según estudios como el de (Bhide et al., 2013). ...
En este estudio se analiza el efecto que tienen las estrategias de enseñanza que utilizan la música en el progreso de las capacidades cognitivas en alumnos de educación preescolar. Con el propó-sito de identificar la influencia de la música en áreas fundamentales del desarrollo cognitivo, como la atención, la memoria y el razonamiento lógico, se llevó a cabo la investigación. Con el propósito de llevar a cabo esta investigación, se planificó un estudio experimental que incluyó a un conjunto de 60 estudiantes con edades comprendidas entre los 4 y 6 años. Estos fueron divi-didos en un grupo experimental, el cual se involucró en actividades musicales, y un grupo de control que siguió las prácticas pedagógicas convencionales. Se llevaron a cabo pruebas pretest y postest con el fin de medir el avance en las capacidades cognitivas de los dos grupos, em-pleando herramientas validadas como el Test de Desarrollo Cognitivo Infantil (TDCI) y pruebas especializadas de memoria auditiva. En comparación con el grupo de control, el grupo experi-mental exhibió un aumento significativo en todas las áreas evaluadas, según lo demostraron los resultados obtenidos. El grupo que se involucró en actividades musicales demostró un incremen-to del 25% en la atención, del 26.15% en la memoria y del 28.57% en el razonamiento lógico. En contraste, el grupo de control experimentó solo mejoras moderadas. Además de los datos numéricos obtenidos, se llevaron a cabo observaciones de carácter cualitativo y entrevistas con los profesores. Estos informaron que los alumnos del grupo experimental exhibieron una mayor implicación, motivación y regulación emocional durante las actividades. Los resultados obteni-dos respaldan la noción de que las actividades musicales no solo contribuyen al desarrollo cog-nitivo, sino que también inciden positivamente en el comportamiento y la actitud hacia el apren-dizaje de los alumnos. En el ámbito educativo, las estrategias de enseñanza que se fundamentan en la música se consideran una herramienta de gran valor, sobre todo en el nivel de educación inicial. En conclusión, estas estrategias son altamente beneficiosas para el proceso educativo. La música no solamente favorece el desarrollo de las habilidades cognitivas, sino que también fo-menta un entorno de aprendizaje más dinámico y participativo. Se sugiere incluirlo en el plan de estudios de la educación inicial con el fin de favorecer el desarrollo integral de los niños.
... Meta-analyses are common in medical fields but uncommon in music performance. Music scholars have used meta-analysis to summarize the relationship between music instruction and the development of academic and cognitive skills (Cooper, 2020;Gordon et al., 2015;Sala & Gobet, 2017;Standley, 2008), sight-reading (Mishra, 2014(Mishra, , 2016, deliberate practice (Platz et al., 2014), singing instruction (Svec, 2018), and the use of Gordon's aptitude tests (Hanson, 2019). The only meta-analyses I found related to the current study were Varela et al.'s (2016) investigation of the relationship between self-regulation and music learning and Barros et al.'s (2022) examination of MPA among undergraduate students. ...
While self-efficacy is known to play an important role in music performance, the magnitudes of reported effect sizes are inconsistent. The purpose of this meta-analysis was to estimate the population effect size for (a) the relationship between self-efficacy and achievement, (b) the relationship between self-efficacy and music performance anxiety (MPA), and (c) the influence of self-efficacy interventions. A literature search identified 220 self-efficacy studies with 46 meeting the inclusion criteria. Heterogeneity among findings required the use of a random-effects model. The results revealed a medium positive effect size between self-efficacy and achievement. Moderator analysis based on age identified a significant difference between secondary school and collegiate participants, while a comparison of instrumentalists and vocalists failed to reject the null. The relationship between self-efficacy and MPA exhibited a medium negative effect size with a significant difference between secondary school and collegiate participants. Self-efficacy interventions demonstrated a substantial impact on self-efficacy beliefs. Multiple contrasts identified differences in intervention effectiveness between K-12, collegiate, and older adult participants. The absence of vocal studies limited comparisons between instrumentalists and vocalists. This study establishes benchmarks for understanding self-efficacy’s role in music performance and makes recommendations for future research to improve achievement and the well-being of musicians.
... More attention should be paid to the education and resources of people with disabilities (Buescher et al., 2014). The caretakers for children with disabilities are mainly concerned with diversified education and special music education because children with disabilities lag behind their participants of the same age in cognition, movement, language, and social or self-care (Lee & Liu, 2021;Standley, 2008). Moreover, children with disabilities' training are affected by body functions, so it is slower to respond to external stimuli (Perry, 2003). ...
This study explores musical technology widely used in special music education. Holistic music educational approach for young children (HMEAYC) is a two-decades-old innovative and local education model that combines modern science and technology, multi-sensory equipment, and traditional instruments with creative music in young children of the learning field in Taiwan. The educational benefits of HMEAYC with music technology for young children's learning are increasingly well-documented. The opportunity to experience these benefits should be available to children in preschool education and special music education settings. Thus, we assessed the efficacy of music technology on the growth of language comprehension (LC) and self-control (SC), particularly investigating its effects on young children with developmental delays. The study examined the impact of LC and SC of music technology on young children with developmental delays. We conducted our research in one non-profit early intervention center using a pre-/post-test control group (CG) quasi-experimental research design. Teachers of the experimental group (EG) and CG used the method of the HMEAYC curriculum in the same research process. A qualitative approach was embedded in pre-/post-test CG to learn more about participants' experiences when they accepted the intervention of music technology. Music technology was applied to EG, while CG was not provided any intervention related to equipment. EG included 252 students (64.8%) in total: 98 girls (38.9%) and 154 boys (61.1%). CG had 137 students (35.2%) in total: 65 girls (47.4%) and 72 boys (52.6%). An early childhood behavior evaluation system was used to collect quantitative information. At the same time, pre-tests were given to EG and CG participants before the practical intervention, and post-tests were given after the curriculum was finalized. The results indicated that EG's LC and SC improved significantly compared to CG participants. The analyses of qualitative statistical findings provided positive changes that incorporating technology contributes to evidence in LC and enhanced SC among and between participants. The findings of this music technology study show that learning behavior of young children with developmental delays significantly improves with the inclusion of technology. Our findings match the results of previous studies. Consequently, the development of the research makes acceptable assumptions that implementing music technology in the educational learning environment will enable young children with developmental delays to integrate into the field of school education more positively and actively.
... Eccles et al. (2021) suggested that the lack of conclusive evidence may have resulted from the difficulty in ensuring rigorous standardisation due to a wide range of measures of PA skills and literacy used (Tierney & Kraus, 2013). Additionally, Eccles et al. (2021) argued that this type of research presents challenges in terms of working with large populations of children, variations between music educators' approaches (Standley, 2008) and ...
Evidence shows oral language development in early childhood plays a critical role in social, behavioural and academic development and Australian research indicates that speech development difficulties are relatively common. Research suggests that participating in high quality music education from early childhood not only helps develop musical skills but also induces benefits in aspects of oral language skills, including phonological abilities. Researchers have suggested that music might be a useful and engaging form of intervention for preschool-aged children with oral language delays or disorders, however, to date little research has been conducted to test this.
Underpinned by Vygotsky’s sociocultural theory, a concurrent triangulation mixed methods design, consisting of a quasi-experimental study and multiple case study, was used to learn about the effects of the “Tuning In” (TI) music program upon the phonological abilities and use of oral language of four and five-year-old children. TI is the music education program of the Shoalhaven Youth Orchestra, which is based in regional NSW. A five-month intervention was conducted involving 45 children attending four early childhood education and care (ECEC) centres. Children at two centres received a 30-minute weekly TI session taught by a specialist teacher, while children at the other centres received the music programs offered at their centres. Data collected included a pre-intervention parent survey, and pre- and post-testing of the children’s phonological awareness (PA) and phonological memory (PM). Each TI centre formed a case in the multiple case study and data collection included a researcher journal, educator interviews and an attendance and participation record.
The TI Group made significantly greater improvements than the Comparison Group in Sound Matching (an aspect of PA) (p <.05), and strong trends were also found across PM tests. These results were supported by the multiple case study, which found that the quality and quantity of children’s speech improved, particularly in children with language disorders. Children were found to engage strongly with the TI sessions. Warm and responsive relationships between the music teacher and children contributed to the children’s engagement in music and to their motivation to communicate. Several music-specific “active ingredients” were identified, including providing a variety of music experiences to develop beat and rhythm skills, which supported children’s engagement and learning. Providing children with choice to participate in different ways was also found to lead to increased participation rates over time.
This thesis provides an important contribution to literature on how music in ECEC settings could be used to support children’s oral language development, particularly for those with language difficulties; a thus far under-researched field. The TI program demonstrated positive effects upon the development of the phonological skills and children’s use of speech for a range of purposes, and highlighted the critical role that social relationships play in children’s development. This thesis also demonstrated that group music sessions conducted in ECEC settings could be used to complement traditional interventions for language development problems.
... Det finnes en mengde studier som viser hvordan sangaktivitet kan virke positivt på andre områder. Studier viser for eksempel hvordan sang kan stimulere språkopplaering (Kulset, 2012;Standley, 2008;Ågedal, 2016). Musikk har klare paralleller til talespråket, og sangaktivitet kan fremme forståelse for språkets intonasjon, rytmikk og betoning. ...
The article refers to the digital art mediation project KURATERT (eng: CURATED) aimed at young people, and the prototype me + art in particular. Using artificial intelligence, me + art facilitates an exploration of art through the user’s own private photographs, uploaded from their own mobile phone. The work is situated within the ongoing shift in art and art mediation from object to viewer, from dialogue as a method to dialogue as a situation, and ‘prosumer’ as a new spectator role. The aim of this article is to direct attention to a space of opportunity, where theoretical perspectives on the potential of art are applied creatively and experimentally, along with new digital technology. And finally, what opportunities do we miss out on if we do not enter this space of opportunity of digital art mediation, where young people are co-creators and art mediation becomes part of the larger ecology of digital production, sharing and consumption of visual expressions that surrounds us.
... Furthermore, song composition also has not been suggested to be used in instructing business ethics (Apostolou et al. 2012;Koehn 2005;McPhail 2002;Sims 2002). Standley (2008) suggested to incorporate the song composition in instructing a subject and advocated that this process would enhance the learning process of a student. Moreover, his finding showed that most of the past researches proved music leads to higher gain of reading skills. ...
... According to Corrigall and Trainor (2011), instrumental music training is associated with reading comprehension in 6to 9-year-old children enrolled in music lessons. This overall effect is confirmed in the meta-analysis of Standely (2008). Furthermore, Corrigall and Trainor (2011) considered that the time duration of instrumental music training is a significant factor associated with reading comprehension, thus students, who had more experience in music were superior to those who were inexperienced. ...
The current study investigated the impact of instrumental music training on reading comprehension, working memory, and executive function in elementary school children in Greece. A series of studies suggested the possibility of a cognitive advantage from instrumental music training. For the purpose of the present study 80, elementary school children were evaluated. The experimental group consisted of 40 students in 5th grade with at least 5 years of music training and the control group consisted of 40 children who did not have any music training. The two groups were examined in working memory measurements of the Wechsler Intelligence Scale for children (WISC-III; Digit and Forward Digit Recall), in Stoop Test, which is an executive function evaluation and reading comprehension test. The reading ability of both group participants was evaluated with the standardized test in the Greek population Test-A. Children with instrumental music training registered higher performances in reading comprehension tests and all cognitive measurements reflecting a possible cognitive advantage compared to participants without music training. The present results attempt to shed light on the possible link between instrumental music training on cognitive abilities and reading comprehension.
... The mixed results are consistent with early systematic reviews and meta-analyses which could not establish a conclusive link between musical training and reading skills either (Butzlaff, 2000;Gordon et al., 2015;Lessard et al., 2011;Standley, 2008). Recent reviews claim that the positive conclusions reached are inconsistent with a causal relationship. ...
Skilled adult readers are those who read fluently, but multilingual learners do not always exhibit the same reading proficiency in the different languages they know. Among the variables that influence learners’ silent reading fluency, a research trend points to musical aptitude as an individual ability that affects language learners’ reading competency. Common auditory features of reading and musical skills have been observed in studies with children and adolescents, but studies involving multilingual adults learning an additional language are scarce.
This study aims to observe the potential relationship of multilingual learners’ musical aptitude and their silent reading fluency in all the languages the learners know and in Spanish, an additional language they are learning as adults. 157 Flemish university students were tested in Dutch, French, English, and Spanish. Learners’ sociocultural data , their musical aptitude and their silent contextual word reading fluency in all languages were tested. In addition, a reading comprehension test in L4 (Spanish) was administered. The statistical results indicate a significant correlation between their musical aptitude and their L1, L2, L3 silent reading fluency, but not with L4 (Spanish).
... However, a meta-analysis of six experimental studies (Butzlaff, 2000) which varied in the type of musical training and the reading tests used found no causal effects. In contrast, a later meta-analysis (Standley, 2008) of 30 experimental studies that examined the effect of music intervention on prereading and word decoding skill found a strong overall effect. ...
There is accruing evidence which indicates that actively making music can contribute to the enhancement of a range of non-musical skills and lead to other beneficial outcomes.
... Also, meta-analysis offers numerical estimators of the summary effect and between-studies consistency, which provide the opportunity to assess the relevance of interventions (and not only their statistical significance) and to identify potential moderators. Unfortunately, even at the meta-analytic level, there are inconsistent results concerning the impact of musical training in experimental and quasi-experimental studies (Butzlaff, 2000;Cooper, 2020;Gordon et al., 2015;Hetland, 2000;Jaschke et al., 2013;Sala & Gobet, 2017, 2020Standley, 2008;Vaughn, 2000). Probably, one of the greatest sources of variability is the vague and inconsistent definition of musical training across meta-analyses (Jaschke et al., 2013), which usually combine highly heterogeneous musical interventions, including instrumental tuition, programs of music education such as Kindermusik, Orff, or Kodály methods, computerized training of musical skills, phonological training with music support, and listening programs, among others. ...
An extensive literature has investigated the impact of musical training on cognitive skills and academic achievement in children and adolescents. However, most of the studies have relied on cross-sectional designs, which makes it impossible to elucidate whether the observed differences are a consequence of the engagement in musical activities. Previous meta-analyses with longitudinal studies have also found inconsistent results, possibly due to their reliance on vague definitions of musical training. In addition, more evidence has appeared in recent years. The current meta-analysis investigates the impact of early programs that involve learning to play musical instruments on cognitive skills and academic achievement, as previous meta-analyses have not focused on this form of musical training. Following a systematic search, 34 independent samples of children and adolescents were included, with a total of 176 effect sizes and 5998 participants. All the studies had pre-post designs and, at least, one control group. Overall, we found a small but significant benefit (g¯Δ = 0.26) with short-term programs, regardless of whether they were randomized or not. In addition, a small advantage at baseline was observed in studies with self-selection (g¯pre = 0.28), indicating that participants who had the opportunity to select the activity consistently showed a slightly superior performance prior to the beginning of the intervention. Our findings support a nature and nurture approach to the relationship between instrumental training and cognitive skills. Nevertheless, evidence from well-conducted studies is still scarce and more studies are necessary to reach firmer conclusions.
... La MA di Standley (2008) si è focalizzata sulla valutazione di differenti programmi musicali per lo sviluppo di abilità di lettura nei bambini della scuola dell'infanzia e della scuola primaria. Dai risultati emerge un buon livello di efficacia di questi interventi con un effetto medio di 0.32 (p < 0.05). ...
The Italian school legislation supports the educational use of music from preschool to lower secondary school for the improvement of skills included in the student’s profile at the end of the first cycle of education. In the framework of inclusive education, musical teaching is part of the school’s commitment to promote the development of academic skills, executive functions, self-regulation as well as emotional, affective, and social dimensions. All those elements are needed for improving learning and developing attitudes towards the consideration of the differences. This work presents an umbrella review of the evidence on the effectiveness of educational musical activities for the improvement of cognitive skills, socio-emotional skills, and school performance from pupils attending K-12 as well as the factors that are relevant for improving the quality of music interventions in school. The review includes meta-analyses already conducted on the effectiveness of music and presents the method adopted for searching, selecting, and coding the studies. By reviewing the evidence, it emerges the need to carry out new research in the field of music teaching that should be more rigorous in the method than the ones included in this umbrella review.
... Además, mejora la memoria y la retención de la información verbal (Berti et al., 2006;Ho et al., 2003); mejora el desempeño en las matemáticas (Helmrich, 2010); promueve la lectura y favorece las habilidades para redactar (Baker, 2011, Cogo-Moreira, Brandao de Ávila, Ploubidis y De Jesús Mari, 2013Standley, 2008) e impulsa un mejor desempeño académico (Johnson y Eason, 2014;Rose et al., 2015) e incrementa el coeficiente intelectual (Schellenberg, 2004). Finalmente, la educación musical agudiza la atención del alumno (Neville, en C. Asbury y B. Rich, 2008); fortalece la perseverancia (Scott, 1992); prepara a los estudiantes para ser creativos (Craft, 2001, Frega, 2009) y fomenta mejores hábitos de estudio (Chesky et al., 1997). ...
El capítulo presenta un panorama del devenir de las orquestas infantiles y juveniles, destaca las áreas de oportunidad y ofrece algunas propuestas de mejora
... The relationship between musical education and emergent literacy skills has also been investigated (Ozernov-Palchik et al., 2018;Vaiouli & Grimmet, 2020). Beneficial effects of musical educationwere documented on phonological awareness and early reading skills (Bolduc, 2008;Gordon et al., 2015;Linnavalli et al., 2018;Standley, 2008), word matching, letter sounding, word reading, (Degé & Schwarzer, 2011;Peynircioglu et al., 2002), rhyme generation, identification and segmentation of sound, and blending onsets and rhymes (Anvari et al., 2002). ...
A number of studies suggest a link between musical training and both specific and general cognitive abilities, but despite some positive results, there is disagreement about which abilities are improved. This study aims to investigate the effects of a music education program both on a domain-specific competence (meta-musical awareness), and on general domain competences, that is, cognitive abilities (logical-mathematical) and symbolic-linguistic abilities (notational). Twenty 4- to 6-year-old children participated in the research, divided into two groups (experimental and control) and the measures were administered at two different times, before and after a 6-month music program (for the experimental group) and after a sports training program (for the control group). Children performed meta-musical awareness tasks, logical-mathematical tasks, and emergent-alphabetization tasks. Non-parametric statistics show that a music program significantly improves the development of notational skills and meta-musical awareness while not the development of logical-mathematical skills. These results show that a musical program increases children’s meta-musical awareness, and their ability to acquire the notational ability involved in the invented writing of words and numbers. On the contrary, it does not affect the development of logical skills. The results are discussed in terms of transfer of knowledge processes and of specific versus general domain effects of a musical program.
... Regarding spatial skills, meta-analyses found an effect of music listening and music lessons (Hetland, 2000a,b). Other meta-analyses revealed either a strong correlation between music training and reading skills, but no reliable results for experimental studies (Butzlaff, 2000), or a modest but significant positive effect of music training on reading skills (Standley, 2008). However, when reading related outcome measures were investigated separately, a small impact of music training on phonological awareness (but not reading fluency) could be demonstrated (Gordon et al., 2015). ...
... La asociación entre el entrenamiento musical y la lectura se evidencia en los meta-análisis (Standley, 2008). considera que varias hipótesis sustentan dicha asociación: (1) la música y el texto escrito tienen una notación formal que debe ser leída, en occidente, de izquierda a derecha, y lo escrito obedece a un sonido particular, por lo que tal vez la lectura musical facilita la lectura lingüística; (2) la habilidad lectora requiere sensibilidad a las distinciones fonológicas, mientras que la habilidad de la escucha musical exige una sensibilidad a las distinciones tonales, por lo que posiblemente escuchar música entrena un tipo de sensibilidad auditiva útil tanto para la distinción tonal como para la discriminación fonológica; (3) cuando los estudiantes aprenden las letras de las canciones, tal vez se comprometen con la lectura del texto escrito; (4) por último, también es posible hablar de un factor motivacional: cuando los estudiantes hacen parte de un grupo musical, como una orquesta o banda escolar, deben ejercitarse en trabajar juntos y también aprenden que si no hacen bien su parte, eso comprometerá al grupo completo, lo que fomenta el sentido de responsabilidad y de actividad ardua en equipo (Butzlaff, 2000, p. 167). ...
... Numerosos estudios afirman que una buena capacidad musical favorece el proceso lector, ya que música y lenguaje comparten características comunes tales como la discriminación melódica, rítmica y armónica, el reconocimiento de los sonidos, entre otros (Bolduc, 2008;Standley, 2008;Lessard y Hall, 2011;Toscano-Fuentes, 2010; Toscano-Fuentes y Fonseca-Mora, 2012). Por otro lado, hay un buen número de estudios que aseguran que estudiantes con una alta capacidad musical presentan menos dificultades en la lectura y que el entrenamiento musical incide directamente en el proceso lector específicamente en las habilidades fonológicas (Chobert y Besson, 2013;Tierney, Krizman y Kraus, 2015). ...
En niveles universitarios se espera que las destrezas lectoras de los aprendices estén totalmente desarrolladas, ya que son claves en el éxito académico y profesional. Sin embargo, existen evidencias de que un número significativo de pregraduados universitarios con clases de lengua extranjera presentan dificultades en la fluidez lectora silenciosa, lo que dificulta su comprensión lectora y la adquisición de conocimientos. Debido a la estrecha relación entre la aptitud musical y la destreza lectora, la utilización de videoclips musicales en el aula de lengua extranjera puede tener un impacto positivo para el aprendizaje. Tras medir la fluidez lectora silenciosa de 46 estudiantes universitarios y comprobar la relación entre ésta y su aptitud musical, se puso en marcha una experiencia educativa. Para ello se analizó el tipo de videoclips que el alumnado consumía en LE y se diseñó una experiencia didáctica con videoclips y herramientas TACs. Se comprobó la acogida de dicha innovación docente en el aula, y los posibles beneficios para mejorar el aprendizaje. Los resultados y comentarios recogidos muestran el potencial del uso de videoclips subtitulados y de la creación de kahoots con preguntas de comprensión relativas a los videoclips para mejorar conocimiento de la LE.
... The benefits of a music education are manifold and well-documented, particularly in broader reviews of arts education (CASE, 2008;Crossick & Kaszynska, 2016). Several studies offer evidence of the positive impact of music interventions on specific cognitive skills (Bugaj & Brenner, 2011;Costa-Giomi, 2004;Pitts, 2014Pitts, , 2017Schellenberg, 2012;Standley, 2008;Tierney & Kraus, 2013). One study found that playing an instrument led to greater progress and better academic outcomes (Hallam & Rogers, 2016). ...
This article addresses the provision of music education in schools in England, arguing that access to music education is the right of every child and therefore that a high‐quality and sustained curriculum offer must be provided in all state‐funded schools. Music education in England is widely recognised as being marginalised in state schools, despite it being a statutory requirement as part of the National Curriculum. This policy review examines several threats to music education, such as accountability measures, funding cuts, curriculum narrowing and erosion of the teaching workforce, identifying some of the key evidence in each case.
... One of the most reliable findings is that music training is correlated positively with phonological awareness (a skill important to the development of reading), which refers to the ability to perceive and segment phonological elements of speech (Gromko, 2005;Overy, 2003;Wandell, Dougherty, Ben-Shachar, Deutsch, & Tsang, 2008). It is therefore not surprising that music training is al so associated positively with reading ability (Butzlaff, 2000;Corrigall & Trainor, 2011;Moreno et al., 2009;Standley, 2008;. ...
This chapter evaluates the evidence that music training leads to improved cognitive abilities. It considers whether music training is associated with measures of general cognitive abilities, visuospatial abilities, and language abilities, as well as with real-world measures such as academic achievement and healthy aging. Although positive associations with music training are evident in each instance, causal evidence is lacking, inconsistent, or weak. The one exception appears to be specialized music training that focuses on listening skills and rhythm perception, which seems to improve listening skills more generally. Improved phonological awareness can, in turn, lead to improvements in reading, particularly for young children who are beginning to read, or for children with dyslexia. Otherwise, associations with music training appear to be the consequence of individual differences in demographics, personality, music aptitude, and cognitive ability, which influence who takes music lessons, particularly for extended durations of time.
... Según Hong (2012:323) los vídeos musicales "promueven la motivación intrínseca del alumnado para aprender inglés; mejoran las habilidades prácticas para su uso; y fortalecen la capacidad del aprendizaje autónomo del inglés de los estudiantes." Numerosas investigaciones muestran como la música puede ser beneficiosa para el desarrollo de la destreza lectora (Bolduc, 2008;Standley, 2008;Lessard y Hall, 2011; Toscano-Fuentes y Fonseca-Mora, 2012) pues ofrece un input auditivo de manera motivadora y ayuda a mejorar los patrones sonoros y prosódicos, tales como la discriminación melódica, rítmica y armónica y la combinación y segmentación de sonidos. Cuando a la música se le incluyen imágenes, la motivación de los estudiantes se eleva porque llega a un mayor número de discentes por la variedad de estilos de aprendizaje que aborda. ...
Reading is a key skill in any type of learning process. Spanish students´ results are low in national and international assessment scales. Reading processes are complex and the skill transferences between languages are not always positive. This action-research study analyses a fourth primary students´ population with Spanish as the language of schooling and English as a foreign language. The research instruments used were phonemic awareness, literacy and vocabulary tests. It is shown that, when a reading intervention programme is carried out with English subtitled musical videos, phonemic awareness improves as sounds, prosodic elements and vocabulary are practiced. Students improve their reading fluency, text comprehension and their learning motivation.
... In work with high school children who were experiencing difficulties with reading, Biggs et al. (2008) put a singing programme in place which raised attainment levels, arguing that this is partly because a song bears repetition, whereas the spoken word will not (Standley 2008;Bresler 1993). Long (2008) describes a different intervention which involved 'stamping the feet alternately while keeping time with musical accompaniment' (p.12), adding synchronised clapping, co-ordinating the two and chanting while reading music notation. ...
Researchers agree that phonological awareness (or the awareness of the sound structure of language), along with letter knowledge, is the strongest predictor of reading ability. There have been many studies which have shown how musical activity can impact on children’s phonological awareness, and thus their early reading ability. However, it is true to say that many generalist Primary school teachers do not feel competent or confident to teach classroom music. This thesis describes an Action Research study in which the author, a teacher educator (TE) with interests in both English and music, developed a resource bank of musical activities using just the singing voice and un-tuned percussion instruments to support the Early Learning Goals related to music, phonological development and several aspects of Phonics Phase 1 Letters and Sounds (DfE, 2007). Drawing on the notion of a ‘Cycle of Enactment’ (Lampert, Franke, Kazemi et al., 2013), the TE then worked with a group of student teachers (STs). The TE shared the rationale for this project. The TE and the STs then rehearsed the activities together and the STs observed the enactment of those activities by the TE with children in the Early Years Foundation Stage. Subsequently, the STs collaboratively planned, taught and reflected upon music sessions with small groups of children in the same setting. This was then repeated with a different group of STs in a different school. The findings suggest that the teaching model and the use of the resource pack developed the student teachers’ competence and confidence to teach music, and their understanding of the impact that musical activity can have on other areas of learning.
... There have been many reports of relationships between music ability and academic outcomes, among them reading (Butzlaff, 2000;Standley, 2008). In a meta-analysis of 24 correlational studies examining music training and reading Butzlaff (2000), 80% had positive effects, although the six experimental studies included were equivocal. ...
The study aims to investigate the use of music education in inclusive classes in ordinary schools to show substantial evidence on how musical experiences may impact the various forms of development of children with Autism Spectrum Disorders and Intellectual Disability. The research synthesizes the advantages of music in education by examining several musical applications found useful for special needs students. However, presents some applied examples to fulfill this vision based on our dialogue about different music applications in the field of special education in Albania and highlights the efficiency to use music education as much as possible in inclusive classes. The study was conducted in a school in Vlora, Albania with five children attending this school (mean age 8-13 years) who presented ASD and ID or other related disorders. A structured checklist utilized to evaluate their progress over a three-month period, facilitated by music education sessions. Findings showed that children in the music group exhibited larger enhancement over time on rhythm performance, communication skills, and social behavior. The results raise an important subject about the value of integrating music within educational programs designed to help special needs children as it can serve as an effective tool in supporting all developmental domains. The findings from this paper suggest musical interventions may have further potential to support educational processes and development of children. More research is needed to uncover additional advantages and enhance music education instructional strategies for students with special needs.
The Interdisciplinary Method of Musical Literacy, Education and Artistic Awareness (MILMESA) aims to provide a holistic and interdisciplinary approach to education, integrating four artistic expressions (theatre, music, visual arts and physical/motor expression) essential for the development of skills such as creativity, expression and improvisation in a school context. The method aims to prepare adults who are in training for future practices aimed at children, young people or adults. MILMESA integrates 129 activities, classified by degree of difficulty, to improve personal and artistic skills, foster innovation and creativity, improve interaction and sociability, promote concentration and active listening, and improve rhythm, repetition, movement skills, expression and improvisation. A non-experimental methodology was chosen in which post facto questionnaire interviews were applied to 350 training participants. This method is a valuable tool for those looking to expand their artistic knowledge, as well as preparing them to educate and raise awareness among future generations. They also demonstrate the development of interdisciplinary artistic skills and practices in an educational context, the integral development of the individual, the connection and interaction between the arts and other areas of knowledge, and the improvement of skills in individuals who are training for future roles as teachers or artists.
Training in non-violent discipline is important to prevent violence against children and ensure that their caregivers remain a safe base for them. This paper aims to deepen understanding of non-violent discipline by exploring attunement as a mechanism in the effectiveness of non-violent discipline tools. Attunement describes the sensitive responsiveness of caregivers towards their children and has been found to be central to the formation of secure attachment bonds and development of self-regulation. It includes understanding or being “in tune with” the child’s needs and signals, matching these with appropriate responses. The objective of this paper is to explore attunement in relation to non-violent discipline. Peer-reviewed systematic reviews previously included in a systematic overview of evidence on non-violent discipline options were screened for information relevant to attunement. All reviews were published in English between 1999 and 2018 and offered evidence on at least one non-violent discipline tool. Although no reviews explicitly addressed attunement, evidence was found suggesting its importance in the use and effectiveness of discipline methods. Research directly investigating attunement in discipline is needed.
The inclusion of music is central to early education pedagogy as an efficient means of conveying information and a mechanism for knowledge retention, yet these tools are generally omitted from higher educational approaches. Drawing on prior studies highlighting how musical assignments successfully supplemented traditional criminal justice coursework, a criminological theory course was redesigned with music as a core component. Musical selections were included and discussed in each class meeting as well as being tied to class assignments within a pilot course. Teaching techniques were refined over several semesters with the revised course framework including more student involvement, somewhat approaching a flipped classroom model whereby the instructor and students equally shared musical selections relevant to course curriculum. The instructor perceived students were more invested in the course. The professor-student dynamic also appeared to become more intimate due to both sharing music about which they were personally passionate. Further, the instructor’s inclusion of crime-specific songs from older musical genres appeared to disrupt students’ stereotypes associating crime with other genres and demographics. We offer a summary of the techniques for teaching a criminological theory course framed by instructor presentations of “outlaw” country music; guidance is also provided for utilizing other genres.
In a million years, under the pressure of natural selection, hominins have acquired the abilities for vocal learning, music, and language. Music is a relevant human activity, highly effective in enhancing sociality, is a universal experience common to all known human cultures, although it varies in rhythmic and melodic complexity. It has been part of human life since the beginning of our history, or almost, and it strengthens the mother-baby relation even within the mother’s womb. Music engages multiple cognitive functions, and promotes attention, concentration, imagination, creativity, elicits memories and emotions, and stimulates imagination, and harmony of movement. It changes the chemistry of the brain, by inducing the release of neurotransmitters and hormones (dopamine, serotonin, and oxytocin) and activates the reward and prosocial systems. In addition, music is also used to develop new therapies necessary to alleviate severe illness, especially neurological disorders, and brain injuries.
Students prefer to listen to music while reading because they believe it will help them focus on constructing a contextual mental picture. However, the effect of background music on the reading comprehension of primary school new readers remains unclear. This study examines the effects of two musical factors (familiarity and tempo) on the construction of poetry mental picture in 129 Chinese primary school readers with attention deficit and hyperactivity disorder. The study controlled for nonverbal intelligence, age, gender, working memory, and receptive vocabulary, and results showed that background music had a negative effect on poetry reading performance. Specifically, students had similar performance in easy poetry reading with background music but performed better in difficult poetry reading with unfamiliar music and slower melody. The effect size of unfamiliar background music was larger than that of melody tempo. This study provided literature on the effect of background music on surface decoding in poetry reading and suggested that the appropriate approach for readers who are in the learning to read stage should be to refrain from listening to music while reading.
There is a long history of research on theater and performance supporting literacy skills, especially fluency and comprehension. Most of this work is based on drama and plays and has been adapted to the classroom level in the form of Reader's Theater. Musicals, however, with their combination of acting, dancing, and singing, offer unique benefits to struggling literacy learners. This chapter will make the argument that modern musicals, particularly those rooted in popular culture and oriented toward children, allow for growth possibilities in all components of literacy.
Any music educator understands the importance of a solid music education. Research has shown that learning and performing music provides cognitive and neuroscientific benefits, such as enhanced speech processing, verbal and visual memory, working memory, mathematical skills, processing speed, and reasoning performance. Considering these cognitive and neuroscientific changes, it is clearly beneficial for individuals to receive musical training on an instrument, including learning to memorize music.
The motivation for this study was to investigate a particular strategy for memorizing music, that of retrieval practice, a study technique whereby novel material is studied and tested afterwards by means of a practice quiz, prior to a final test.
Retrieval practice involves retrieving information from long-term memory, which requires effort, into working memory. When compared to simply restudying information, the act of retrieving information from memory has been shown to improve long-term retention of that information. This finding is known as the “testing effect.”
Decades of cognitive psychology research has shown retrieval practice to be one of the most effective strategies to optimize learning in verbal domains. However, there are currently no studies that systematically investigate the use of retrieval practice for memorizing music. Hence, the current study provides a starting point, using a standard retrieval practice experimental design in a controlled investigation to focus on the effectiveness of this paradigm in music memorization.
The aim of the study was to evaluate the effect of the training of morphological awareness of spelling words by 27 students following 4th and 6th grades of a primary school. They were compared with a group of 26 classmates who did not take part in the intervention. All students were assessed via standardized tests of spelling and reading comprehension and non-standardized tests of analogy and meaning of compounds. The intervention included a pre-test, an educational program and a post-test. Experimental material entailed compound words categorized into two conditions of morphophonological transparency (transparent/ non-transparent) and two conditions of compositionality (Modern Greek/Ancient Greek morphemes). Results showed that the systematic exercise of the morphological structure of words improved students' spelling performance in every compound type. Considerably, non-transparent items entailing ancient morphemes received the highest gains, where students presented the lowest performance before intervention. These findings underline the importance of morphological awareness in the acquisition of spelling of morphologically complex vocabulary, whose teaching is important in the highest grades of primary school.
Les comptines ont un potentiel éducatif appréciable notamment en ce qui concerne la conscience phonologique. Après un rappel et une mise à jour des écrits scientifiques concernant les comptines, la conscience phonologique et les liens qui les unissent, les auteurs présentent les implications pratiques qui en découlent pour guider les praticiens qui veulent les utiliser pour prévenir les difficultés de lecture et d’écriture.
There is a long history of research on theater and performance supporting literacy skills, especially fluency and comprehension. Most of this work is based on drama and plays and has been adapted to the classroom level in the form of Reader's Theater. Musicals, however, with their combination of acting, dancing, and singing, offer unique benefits to struggling literacy learners. This chapter will make the argument that modern musicals, particularly those rooted in popular culture and oriented toward children, allow for growth possibilities in all components of literacy.
This quasi-experimental study aimed to assess the effects of a music and writing program on lexical spelling in Grade 2 elementary school students. A music and writing program was developed and tested in an experimental group ( n = 24) comprising a Grade 2 class in a French-language elementary school in Québec (Canada). Another Grade 2 class at the same school served as a control group ( n = 23). Both groups were assessed for lexical spelling in January and May. Group comparison of the post-test results on performance and progress in lexical spelling showed significantly better scores for the experimental over the control group.
Music sight-reading is a valuable skill that eludes and frustrates many musicians. Techniques for teaching sight-reading are varied, with teachers mostly falling back on personal experience or simply hoping that, somehow, the penny will drop for the student. This study reports on a survey of the music learning and playing habits of expert and non-expert piano sight-readers. Pianists were categorised as ‘experts’ according to their ability to perfectly perform a 6th Grade AMEB (Australian Music Examinations Board) sight-reading assessment piece. This grouping was determined by the analysis of eye movement patterns as pianists performed various sight-reading tasks (Arthur 2017 Arthur, P. 2017. "Piano Music Sight Reading: The Transfer of Expertise to Non- Musical Domains and the Effect of Visual and Auditory Interference on Performance." PhD, University of New South Wales, http://handle.unsw.edu.au/1959.4/57696 . [Google Scholar]). The data show significant differences in musical training and performance experiences between the two groups.
This case study examines the relationship between school-based performing arts participation and academic identity development for African American male high school students. Participants addressed how their engagement in a school-based performing arts program influenced their academic achievement and school experiences. The researcher used African American Male Academic Identity Development theory, a proposed framework, to address the following questions: What are the experiences of African American males who participate in school-based performing arts programs? How do performing arts education experiences influence the academic identity development of African American male high school students? Based upon the data derived from this study the author argues that school-based performing arts participation may improve academic performance, engender positive school experiences and encourage affirmative racial identity development for African American male high school students. Findings from this study contribute to the body of literature on the relationship between arts education and academic achievement among African American males.
Key Terms: Academic Identity Development, African American, Culturally Relevant Instruction, School-Based Performing Arts.
1997) Direct, systematic instruction about the alphabetic code is not routinely provided in kindergarten and first grade, in spite of the fact that at the moment this might be our most powerful weapon in the fight against illiteracy. Important research findings 1. Reading problems occur primarily at the level of the single word. 2. Decoding problems in reading are primarily associated with problems segmenting words and syllables into phonemes. This is true in virtually all poor readers, including children, adolescents, and adults at all levels of IQ and in socially disadvantaged children and adults. Reading is alphabetic, which means that for languages like English and Spanish the code is in the alphabet. The code is always based on sounds and how sounds map onto print, even in languages that are not alphabetic, like Chinese. Chinese is logographic, but the radicals represent information relevant to sounds. Once a child has learned how sound structures relates to print, he or she has become a proficient decoder. However, in order to become an efficient decoder, the decoding process must become fast and accurate. Once decoding is efficient, attention and memory processes are freed for comprehension monitoring. The majority of children seem to become proficient decoders regardless of how they are taught. However, for at least 30% of children the decoding process is not straightforward and must be taught. 3. Reading problems occur as part of a natural, unbroken continuum of ability. What causes good reading also causes poor reading. Nonetheless, 4. At least 10 million children in the United States are poor readers. 5. The prevalence is 17% of school-aged children depending on how poor reading is defined and where it is studied.
How effective are computer-assisted instruction (CAI) programs in supporting beginning readers? This article reviews 42 studies published from 1990 onward, comprising a total of 75 experimental comparisons. The corrected overall effect size estimate was d = 0.19 (+/-0.06). Effect sizes were found to depend on two study characteristics: the effect size at the time of pre-testing. and the language of instruction (English or other). These two variables accounted for 61 percent of the variability in effect sizes. Although an effect size of d = 0.2 shows little promise, caution is needed because of the poor quality of many studies.
Research has shown that a relationship exists between phonological awareness and literary skills. It has been suggested that a structured programme of musical activities can be used to help children develop a multi-sensory awareness and response to sounds. The relationship between musical ability and literacy skills was examined in a study that showed an association between rhythmic ability and reading. A further pilot intervention study showed that training in musical skills is a valuable additional strategy for assisting children with reading difficulties.
Research suggests that music is beneficial in teaching both social and academic skills to young children. The purpose of this study was to examine the effects of a music therapy program designed to teach reading skills versus the "Between the Lions" television program on the early literacy behaviors of Kindergarten children from a low socioeconomic background. Subjects (n = 86) were children, aged 5-7 years, enrolled in one of four different Kindergarten classes at a public elementary school in Northwest Florida. Each class was assigned one of four treatment conditions: Music/Video (sequential presentation of each condition), Music-Only, Video-Only, and no contact Control group. Growth in early literacy skills was measured using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and 3 subtests of the Test of Early reading Ability-3rd edition (TERA-3). Teachers' perceptions of classroom literacy behaviors were measured using a pre and poststudy survey. This study also compared on- and off-task behavior of students during video versus music conditions. Results of the 7 subtests measuring early literacy were varied. The Music/Video and Music-Only groups achieved the highest increases in mean scores from pre to posttest on 4 of the 7 subtests. Students in the Video-Only group scored significantly better on the phonemic segmentation portion of the DIBELS than peers in the Music/Video condition. Furthermore, strong correlations were found between the Letter Naming, Initial Sounds Fluency tests, and total raw score of the TERA-3 tests for both pre and posttesting. Additionally, graphic analysis of mean off-task behavior per session indicated that students were more off-task during both video conditions (video alone and video portion of Music/Video condition) than during the music conditions. Off-task behavior was consistently lower during music sessions for the duration of the study. This study confirmed that music increases the on-task behavior of students. Additionally, the combination of music and video enrichment showed gains in 4 of the 8 tests used to measure students' progress. This pattern supports the need for further investigation regarding benefits of enrichment programs specifically designed to enhance curricula for students from low socioeconomic backgrounds, particularly programs that incorporate music activities.
This research analyzed the combined results of three meta-analyses which examined the extent to which a variety of measures of specific abilities related to reading. More than 450 studies were reviewed and almost 11,000 different coefficients were analyzed. The best predictors of reading proved to be other written language abilities (i.e., abilities involving print). The implications were: (1) professionals interested in improving literacy skills should focus on teaching written language abilities such as print awareness and book handling, letters, phoneme-letter correspondences, word recognition, alphabet knowledge, and comprehension and (2) the current interest in the role of nonprint abilities in reading such as phonological awareness, rapid naming, intelligence, and memory might be overemphasized.
27 male and 27 female high school students read a passage of literature in the presence of silence, low information-load, or high information-load music. Comprehension was best in the first music condition, worst in the last condition.
This paper summarizes six studies examining various facets of information processing in the remedial reading setting. The purpose was to determine whether dichotic presentation of vocabulary words and their definitions in one ear with music in the other would result in improved vocabulary scores. Subjects in all studies were seventh, eighth, and ninth grade students in a special reading program who were reading two to four grade levels lower than normal. Sixty vocabulary words were selected from graded vocabulary lists; 30 were used in the dichotic tape with music and the other 30 were used in both channels of the words/definitions-only tape. Sessions using dichotic tapes averaged 5 minutes in length, and all treatment sessions occurred over four consecutive classroom days. Students werepre and posttested to assess their knowledge of the vocabulary words. Each study is discussed in terms of the dichotic listening condition presented and the results obtained. Implications for future research examining hemispheric processing are then discussed.
This study evaluated effects of music sessions designed to enhance prereading and writing skills of 24 children aged 4–5 years who were enrolled in Early Intervention and Exceptional Student Education (ESE) programs. The design utilized two groups of matched participants with repeated measures and counterbalanced treatment/control conditions. Each treatment condition lasted 7.5 weeks and included two 30-minute music lessons per week for a total of 15 lessons. In the fall, music was designed to teach writing skills and, in the spring, to teach reading skills. The music treatment was provided in addition to the regular prekindergarten curriculum. The control condition was instruction in the regular prekindergarten curriculum without music involvement. All participants were pretested, posttested at the end of fall, and again at the end of the spring music lessons. Results demonstrated that music significantly enhanced print concepts and prewriting skills of the children as intended. Implications for academic, social, and motivational applications of music in Early Intervention programs are discussed.
The purpose of this study was to examine the effects of a pullout string program on student achievement in the writing, reading, mathematics, and citizenship sections of the Ohio Proficiency Test. One hundred forty-eight fourth-grade string students and 148 fourth-grade nonstring students from a southwestern Ohio city school district were ability-matched according to their performance on the verbal section of the Cognitive Abilities Test. The scores of the Ohio Proficiency Test were then recorded and compared. This study involved a two-group static-group comparison design. A two-sample independent t-test analysis was used to determine if there was a significant difference between the achievement scores of the string students who were excused from class twice a week for 30 minutes and the matched group of nonstring students who remained in class. It was hypothesized that there would be no significant difference between the two matched groups. The results revealed a significant difference in favor of the string students' achievement in reading and citizenship, with no significant difference between the two matched groups in the writing and mathematics sections of the Ohio Proficiency Test.
The purpose of the study was to ascertain whether significant differences exist in sixth-grade reading, language, and mathematics achievement between students who are excused from regular classroom activities for the study of instrumental music and students not studying instrumental music. Four public school districts from a major metropolitan area were used in the study. The study employed a single-sample multivariate matched-pairs design. Hotelling's T 2 for correlated samples was applied to the sixth-grade achievement data from the districts individually and computed with the Finn Multivariance program. Results from these analyses indicated that T 2 was not significant at the .05 level in all four school districts. Therefore, it was concluded that there was no significant difference in sixth-grade reading, language, and mathematics achievement between students who are excused from regular classroom activities for the study of instrumental music and students not studying instrumental music.
A quantitative meta-analysis evaluating the effects of systematic phonics instruction compared to unsystematic or no-phonics instruction on learning to read was conducted using 66 treatment-control comparisons derived from 38 experiments. The overall effect of phonics instruction on reading was moderate, d = 0.41. Effects persisted after instruction ended. Effects were larger when phonics instruction began early (d = 0.55) than after first grade (d = 0.27). Phonics benefited decoding, word reading, text comprehension, and spelling in many readers. Phonics helped low and middle SES readers, younger students at risk for reading disability (RD), and older students with RD, but it did not help low achieving readers that included students with cognitive limitations. Synthetic phonics and larger-unit systematic phonics programs produced a similar advantage in reading. Delivering instruction to small groups and classes was not less effective than tutoring. Systematic phonics instruction helped children learn to read better than all forms of control group instruction, including whole language. In sum, systematic phonics instruction proved effective and should be implemented as part of literacy programs to teach beginning reading as well as to prevent and remediate reading difficulties.
This study compares the performances of two matched groups of primary grade children on tasks of temporal and spatial abilities. One group received an intensive exposure to the Kodaly Music Training Program, while the other group did not. The results indicated that the music group performed more effectively on both temporal and spatial tasks than the non-music control group. Sex differences are also reported in which experimental group boys demonstrated a significantly better level of performance than control boys. Comparison with a second control group indicated that children receiving the Kodaly Music Program performed more effectively on reading tests than comparable groups of first graders not receiving this music instruction. This facilitative effect on reading performance was observed beyond the first grade level when the music program was continued.
Twenty female and 20 male college students studied a passage in quiet surroundings or while listening to preferred music and then either relaxed or read unrelated material. Reading comprehension of the passage was facilitated by silent study for subjects who seldom listen to music and by poststudy relaxation. (Author)
Tested the effectiveness of music activities designed to expand auditory perception and improve language skills in 36 learning-disabled children. Ss were divided into 3 groups that were treated by prescriptive music therapy, language development activities, and a combination of both. The music therapy group showed the greatest mean difference between pre- and posttest scores, but ANOVA showed no statistical differences among the 3 groups. (17 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Subjects (N = 27), kindergarten students enrolled in three classes of a public elementary school, participated in a whole language curriculum.
As a complement to the whole language curriculum, a music program was implemented by a music therapist. In addition to integrating
music activities into the curriculum, the purpose of this program was to determine the effect of shared reading paired with
music on kindergarten children's reading accuracy. Each of the three classes received a different shared reading treatment
condition: song rehearsal of the text set to music, spoken and song rehearsal of the text set to music, or spoken rehearsal
only of the text. Subjects' readings of “big books”
were videotaped and analyzed for word substitutions and omissions to calculate the percentage of text read accurately. Analysis
indicated that both (a) song rehearsal of text set to music and (b) spoken and song rehearsal of book text set to music facilitated
greater text accuracy than (c) spoken rehearsal only of book text (p < .01).
Conducted a study to determine if tonal pairings would significantly increase Ss' ability to discriminate between words similar in sound, while also investigating choice of reinforcement for appropriate responses. An entire kindergarten served as Ss, in 4 groups: (a) televised music lessons contingent on correct responses, (b) free play contingency or correct responses, (c) choice of TV or free play contingency, and (d) no-contact control. Scores on the Wepman Auditory Discrimination Test significantly increased as a function of the tone-pairing treatment for all treatment groups, but scores were not significantly different; Ss in the control group did not improve. Ss in the choice group chose free play more often than TV viewing. Ss in a previous study evidenced a significant music subject matter gain in direct relationship to their music lesson viewing participation. The present study suggests that contingencies can be designed to offer a learning gain in both the subect matter used as reward and the subject matter which it is intended to reinforce. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
15 disruptive 4th- and 5th-graders with learning and/or behavior disorders, who attended special education classes, served as tutors for 15 kindergartners who were low in social and academic skills. Tutors utilized music as a teaching aid. Measures included pre- and posttesting with a kindergarten entry skills scale and daily self-reports in which both tutor and tutee rated each session. Compared with 15 matched controls, kindergartners participating in tutoring learned more skills (e.g., letters of the alphabet). Session 12 was videotaped and rated by 15 graduate and undergraduate music therapy/education students: Tutors were judged as gifted, on-task, positive, socially appropriate, above grade level, and behaviorally normal. Tutees were judged as slightly handicapped and below grade level, but mostly on-task, positive, socially appropriate, and behaviorally normal. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Thesis (Ph. D.)--University of Iowa. Includes bibliographical references (leaves 66-69). " ... authorized facsimile ... produced ... in 1978 by University Microfilms International, Ann Arbor, Michigan ..." 21 cm.
Thesis (Ed. D.)--New York University, 1967. Photocopy.
The purpose of this study was to determine the effect of singing paired with signing on receptive vocabulary skills of elementary English as a Second Language (ESL) students. Eighty children attended language sessions in one of the following rehearsal conditions: sung text paired with signs, spoken text paired with signs, sung text, and a control group of spoken text only. Pretest and posttest data were analyzed to determine gains in receptive vocabulary identification. Results from this study indicate that all four groups made significant pretest to posttest gains. Children in the sung text paired with sign and the spoken text paired with sign conditions, however, made significantly greater gains in vocabulary recognition than those in the control condition of spoken text only. These findings suggest the benefits of integrating signs into second language rehearsal to provide visual cues and to engage students in meaningful physical participation. The condition yielding the highest mean gain score was that in which signing was paired with singing, indicating there may be advantages to using a combination of the two for language acquisition.
Thesis (Ph. D.)--University of North Carolina at Greensboro, 1997. Includes bibliographical references (leaves 107-117). Microfilm.
Thesis--Texas Woman's University, 1978. Includes bibliographical references (leaves 93-100). Photocopy.
Thesis (M. Mus.)--Florida State University, 1974. Bibliography: leaves 176-188. Vita: leaf 189. Appendices: leaves 102-175.
Thesis (Ph. D.)--University of Washington, 1986 The purpose of this study was to compare the reading performance of first-grade students trained in the Kodaly-Orff musical context with others given traditional reading instruction only. The study was influenced by the teaching model of using music skills, specifically, activities that stress auditory perception, auditory discrimination, auditory memory, motor development, coordination, visual perception, eye-hand coordination, spatial relationships, visual discrimination, visual memory and other related skills which are part of the process of learning to read both music and sentences.Chi-square analyses examined sex, ethnicity, lunch (socioeconomic) status, and music experience, with another major variable, reading pretest scores analyzed by T-tests, to ensure comparable non-significantly different groups.The Experimental subjects were taught reading in the context of Kodaly and Orff by this researcher for one and a half hours per week over a 3-month period within the total reading instruction time. The Control subjects received an equal amount of total reading instruction time in the traditional context.No significant differences were found between the posttest scores of both groups in total reading achievement, letter recognition, letter "sound" recognition, vocabulary and comprehension. Although the Experimental group did not show the superiority that had been predicted, both groups scored significantly higher in the posttest as analyzed by an analysis of covariance. While this was to be expected, given the fact that both groups received five months of reading instruction between pre- and posttests, there is the unsubstantiated possibility that some reading gain was attributable to the 30-minute daily music instruction each group received. This speculation did not, however, receive support from scientific analysis in this study; neither was the hypothesis supported by a further analysis of variance of reading CAT scores in 52 elementary schools. The speculated reasons are presented in the final chapter.
This chapter focuses on the preservation, storage, and shipment of cell cultures. Many schemes have been employed with varied success to avoid or delay these undesired changes. Use of primary cell cultures and the use of organ cultures are examples, which function well for selected short-term studies. Incubation of cell cultures at reduced temperature slows the metabolic rate and the frequency of refeeding and subculture. Without the presence of an adjuvant, freezing is lethal to most mammalian cells. Damage is caused by mechanical injury by ice crystals, concentration of electrolytes, dehydration, pH changes, denaturation of proteins, and other factors. The procedures recommended in the chapter are designed for preservation of human fibroblast and lymphocyte cell cultures. They are equally satisfactory for many other human, animal, normal, and malignant cell cultures; however if they prove less than satisfactory for a given cell culture, then one should titrate each variable to arrive at the optimal procedure for the cell under study.
Meta-analyses are now widely used to provide evidence to support clinical strategies. However, large randomized, controlled trials are considered the gold standard in evaluating the efficacy of clinical interventions.
We compared the results of large randomized, controlled trials (involving 1000 patients or more) that were published in four journals (the New England Journal of Medicine, the Lancet, the Annals of Internal Medicine, and the Journal of the American Medical Association) with the results of meta-analyses published earlier on the same topics. Regarding the principal and secondary outcomes, we judged whether the findings of the randomized trials agreed with those of the corresponding meta-analyses, and we determined whether the study results were positive (indicating that treatment improved the outcome) or negative (indicating that the outcome with treatment was the same or worse than without it) at the conventional level of statistical significance (P<0.05).
We identified 12 large randomized, controlled trials and 19 meta-analyses addressing the same questions. For a total of 40 primary and secondary outcomes, agreement between the meta-analyses and the large clinical trials was only fair (kappa= 0.35; 95 percent confidence interval, 0.06 to 0.64). The positive predictive value of the meta-analyses was 68 percent, and the negative predictive value 67 percent. However, the difference in point estimates between the randomized trials and the meta-analyses was statistically significant for only 5 of the 40 comparisons (12 percent). Furthermore, in each case of disagreement a statistically significant effect of treatment was found by one method, whereas no statistically significant effect was found by the other.
The outcomes of the 12 large randomized, controlled trials that we studied were not predicted accurately 35 percent of the time by the meta-analyses published previously on the same topics.
This study evaluated the effects of music sessions using a curriculum designed to enhance the prereading and writing skills of 25 children aged 4 to 5 years who were enrolled in Early Intervention and Exceptional Student Education programs. This study was a replication of the work of Standley and Hughes (1997) and utilized a larger sample size (n = 50) in order to evaluate the efficacy of a music curriculum designed specifically to teach prereading and writing skills versus one that focuses on all developmental areas. Both the experimental (n = 25) and control (n = 25) groups received two 30-minute sessions each week for an entire school year for a minimum of 60 sessions per group. The differentiating factors between the two groups were the structure and components of the musical activities. The fall sessions for the experimental group were focused primarily on writing skills while the spring sessions taught reading/book concepts. Music sessions for the control group were based purely on the thematic material, as determined by the classroom teacher with purposeful exclusion of all preliteracy concepts. All participants were pretested at the beginning of the school year and posttested before the school year ended. Overall, results demonstrated that music sessions significantly enhanced both groups' abilities to learn prewriting and print concepts. However, the experimental group showed significantly higher results on the logo identification posttest and the word recognition test. Implications for curriculum design and academic and social applications of music in Early Intervention programs are discussed.
Zell- und Gewebekultur. 2
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Music therapy as a significant part of a mul-tidisciplinary approach to remedial reading. Unpublished master's thesis
- R Holland
Holland, R. (1976). Music therapy as a significant part of a mul-tidisciplinary approach to remedial reading. Unpublished master's thesis, Florida State University, Tallahassee. *Hurwitz, I., Wolff, P., Bortnick, B., & Kokas, K. (1975).
Background music: Competition for focus of attention
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Madsen, C. (1987). Background music: Competition for focus of attention. In C. K. Madsen & C. A. Prickett (Eds.), Applications of research in music behavior (pp. 315–325).
An experimental study of the effect of music activities upon reading achievement of first grade students. Unpublished doctoral dissertation, University of South Carolina, Columbia. LeLorier, Discrepancies between meta-analyses and subsequent large randomized, controlled trials
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*Lauder, D. (1976). An experimental study of the effect of music activities upon reading achievement of first grade students. Unpublished doctoral dissertation, University of South Carolina, Columbia. LeLorier, J., Gregoire, G., Benhaddad, A., Lapierre, J, & Derderian, F. (1997). Discrepancies between meta-analyses and subsequent large randomized, controlled trials. New England Journal of Medicine, 337(8), 536–542.
The effect of background music on mood and reading comprehension performance of at-risk college fresh-men. Unpublished doctoral dissertation Using music to teach selected reading skills: Effects on the reading achievement of primary grade children. Unpublished master's thesis
- M Oliver
- Mi Osborne
Oliver, M. (1996). The effect of background music on mood and reading comprehension performance of at-risk college fresh-men. Unpublished doctoral dissertation, Wayne State University, Detroit, MI. *Osborne, C. (1980). Using music to teach selected reading skills: Effects on the reading achievement of primary grade children. Unpublished master's thesis, Southern Illinois University at Carbondale.
The relationship between music and language achievement in early childhood Unpublished doctoral disser-tation The effect of the performance reading strategy on selected elementary pupils
- J Harding
Harding, J. (1989). The relationship between music and language achievement in early childhood. Unpublished doctoral disser-tation, Montana State University, Bozeman. Hayes, D. (1977). The effect of the performance reading strategy on selected elementary pupils. Unpublished doctoral dissertation, Arizona State University, Tempe.
The use of music stim-uli in teaching language discrimination
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- D Michel
Madsen, C., Madsen, C., & Michel, D. (1975). The use of music stim-uli in teaching language discrimination. In C. Madsen, R. Greer, & C. Madsen Jr. (Eds.), Research in music behavior: Modifying music behavior in the classroom (pp. 182–190). New York: Teachers College, University of Columbia Press.
Effects of Orff's music on pre-academic skills. Dissertational Abstracts International Developing language through a musical program and its effect on the reading achievement of Spanish speaking migrant children
- K Demarea
DeMarea, K. (1976). Effects of Orff's music on pre-academic skills. Dissertational Abstracts International, 37(12), 7680. (UMI No. 7712090) *Dominguez, D. (1991). Developing language through a musical program and its effect on the reading achievement of Spanish speaking migrant children. Unpublished doctoral dissertation, Western Michigan University, Kalamazoo.
Auditory and visual channeling of temporal order perception to improve reading and spelling ability skills
- S Thomas
Thomas, S. (1979). Auditory and visual channeling of temporal order perception to improve reading and spelling ability skills. Unpublished doctoral dissertation, University of Southern California, Los Angeles.
The effect of music therapy on the pre-reading skills of children in an inclusive preschool setting. Unpublished master's thesis Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel's meta-analysis
- Dugan
*Dugan, M. (1996). The effect of music therapy on the pre-reading skills of children in an inclusive preschool setting. Unpublished master's thesis, Florida State University, Tallahassee. Ehri, L., Nunes, S., Stahl, S., & Willows, D. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel's meta-analysis. Review of Educational Research, 71(3), 393–447.
A study of the correlations between musicality and reading achievement at first grade level in Athens, Georgia. Unpublished doctoral dissertation, The University of Georgia Effects of a nonverbal sound-symbol training program on reading achievement. Unpublished doctoral dis-sertation
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Maze, N. (1967). A study of the correlations between musicality and reading achievement at first grade level in Athens, Georgia. Unpublished doctoral dissertation, The University of Georgia, Athens. *McGee, S. (1981). Effects of a nonverbal sound-symbol training program on reading achievement. Unpublished doctoral dis-sertation, University of Rhode Island, Kingston.
The effects of background classical music on junior high school students' academic performance. Unpublished doctoral dissertation, The Fielding Institute A combined experimental and descriptive study of the effect of music on reading and language
- M Johnson
Johnson, M. (1999). The effects of background classical music on junior high school students' academic performance. Unpublished doctoral dissertation, The Fielding Institute, Santa Barbara. *Kelley, L. (1981). A combined experimental and descriptive study of the effect of music on reading and language. Unpublished doctoral dissertation, University of Pennsylvania, Philadelphia.
Music as an aid to learning Unpublished doctoral dissertation Musical ability utilization program (Final Report No. 2600)
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- D Olanoff
- M Kirschner
*Nicholson, D. (1971). Music as an aid to learning. Unpublished doctoral dissertation, New York University. *Olanoff, M., & Kirschner, L. (1969). Musical ability utilization program (Final Report No. 2600). Washington, DC: U.S. Department of Health, Education, and Welfare. (ERIC Document Reproduction Service No. 045-688)
The impact of instrumental music education on academic achievement Unpublished doctoral dissertation, East Texas State University, Commerce Music and the teaching of reading: A review of the literature
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