The relationship of music education with phonological and reading skills of pre-school and early school-age children

PDF (ελληνικά)
Published: Jun 7, 2021
DOI: https://doi.org/10.12681/psy_hps.27142
Keywords:
Music education phonological awareness reading
Styliani Ν. Tsesmeli
University of Patras
https://orcid.org/0000-0002-2689-9064
Εleni Sotiropoulou
University of Patras
https://orcid.org/0000-0002-4792-5452
Εleni Ntente
University of Patras
https://orcid.org/0000-0001-6359-5847
Abstract

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.

Article Details
  • Section
  • RESEARCH PAPERS
Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The journal PSYCHOLOGY adopts a Platinum open-access policy. Submission, processing or publication costs are waived by the Hellenic Psychological Society. Papers published in the journal PSYCHOLOGY are licensed under a 'Creative Commons Attribution-ShareAlike 4.0 International' licence. The authors reserve the copyright of their work and grant the journal the right of its first publication. Third-party licensees are allowed to use the published paper immediately after publication as they wish, provided they retain the defined by the license copyright formalities, regarding the reference to its author(s) and its initial publication in the journal PSYCHOLOGY. Moreover, any adjusted work should be shared under the same reuse rights, so with the same CC license.

Downloads
Download data is not yet available.
Author Biographies
Styliani Ν. Tsesmeli, University of Patras
Department of Education and Social Work
Εleni Sotiropoulou, University of Patras
Department of Education and Social Work
Εleni Ntente, University of Patras
Department of Education and Social Work
References
Αϊδίνης, Α. (2007). Δομή και ανάπτυξη της φωνολογικής ενημερότητας στην ελληνική γλώσσα. Στο Βλασσοπούλου, Μ., Γιαννετοπούλου, Α., Διαμαντή, Μ., Κιρπότιν, Λ., Λεβαντή, Ε., Λευθέρη, Κ., & Σακελλαρίου, Γ. (Eπιμ.). Γλωσσικές δυσκολίες και γραπτός λόγος στο πλαίσιο της σχολικής μάθησης. Εκδόσεις Γρηγόρης.
Barth, K., & Gomm, B. (2014). Gruppentest zur Früherkennung von Lese- und Rechtschreibschwierigkeiten, phonologische Bewusstheit bei Kindergartenkindern und Schulanfängern [Group test for the early detection of reading and spelling difficulties; phonological awareness in kindergarten children and school beginners](PB-LRS)-Manual.Reinhardt, Ernst.
Besson, M., Chobert, J., & Marie, C. (2011). Transfer of training between music and speech: Common processing, attention and memory. Frontiers in Psychology, 2, 94. https://doi.org/10.3389/fpsyg.2011.00094.
Bolduc, J. (2009). Effects of a music programme on kindergartners’ phonological awareness skills. International Journal of Music Education, 27, 37-47. https://doi.org/10.1177/0255761408099063.
Brandt, A., Gebrian, M., & Slevc, R. (2012). Music and early language acquisition. Frontiers in Psychology, 3, 327. https://doi.org/10.3389/fpsyg.2012.00327.
Bryman, A. (2017). Μέθοδοι Κοινωνικής Έρευνας. Gutenberg.
Corrigall, K.A., & Trainor, L.J. (2011). Associations between length of music training and reading skills in children. Music Perception, 29, 147-155. https://doi.org/10.1525/mp.2011.29.2.147.
David, D., Wade-Woolley, L., Kirby, J. R., & Smithrim, K. (2006). Rhythm and reading development in school-age children: A longitudinal study. Journal of Research in Reading, 30, 169–183. https://doi.org/10.1111/ j.1467-9817.2006.00323.x.
Degé, F., & Schwarzer, G. (2011). The effect of a music program on phonological awareness in preschoolers. Frontiers in Psychology, 2, 124. https://doi.org/10.3389/fpsyg.2011.00124.
Degé, F., Wehrum, S., Stark, R., Vaitl, D., & Schwarzer, G. (2009). Music training, cognitive abilities and self-concept of ability in children. In J. Louhivuory, T. Eerola, S. Saarikallio, T. Himberg, & P.S. Eeerola (Eds.). Proceedings of the 7th Triennial Conference of European Society for the Cognitive Sciences of Music (ESCOM, 2009) (pp. 60-68). Jyväskylä, Finland.
Δορμπαράκης, Π., Αποστολοπούλου - Χατζηδάκη, Μ., & Ξενάκη, Χ. (1991). (Επιμ. Eκδ.). Παιδαγωγική Ψυχολογική Εγκυκλοπαίδεια - Λεξικό. Ελληνικά Γράμματα.
Duncan, L.G., Castro, S. L., Defior, S., Seymour, P.H.K., Baillie, S., Leybaert, J., Mousty, P., Genard, N., Sarris, M., Porpodas, C.D., Lund. R., Sigurðsson, B., Práinsdóttir, A. S., Sucena. A, & Serrano, F. (2013). Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies. Cognition, 127, 398–419. https://doi.org/10.1016/j.cognition.2013.02.009.
Flaugnacco, E., Lopez, L., Teribili, C., Montico, M., Zoia, S., & Schön, D. (2015). Music training increases phonological awareness and reading skills in developmental dyslexia: A randomized control trial. PLoSONE, 10, 1-17. https://doi.org/10.1371/journal.pone.0138715.
Flaugnacco, E., Lopez, L., Teribili, C., Zoia, S., Buda, S., Tilli, S., Monasta, L., Montico, M., Sila, A., Ronfani, L., & Schön, D. (2014). Rhythm perception and production predict reading abilities in developmental dyslexia. Frontiers in Human Neuroscience, 8, 392. https://doi.org/10.3389/fnhum.2014.00392.
Gaab, N., Tallal, P., Kim, H., Lakshminarayanac, K., Archie, J. J., Glover, G. H., &Gabrieli, J. D. E. (2005). Neural correlates of rapid spectrotemporal processing in musicians and non-musicians. Annals of the New York Academy of Sciences, 1060, 82-88. https://doi.org/10.1196/annals.1360.040.
Gombert, J. E. (1992). Metalinguistic development. University of Chicago Press.
Gordon, E. E. (2007). Learning sequences in music: A contemporary music learning theory. GIA.
Goswami, U. (2011). A temporal sampling framework for developmental dyslexia. Trends in Cognitive Sciences, 15, 3-10. https://doi.org/10.1016/j.tics.2010.10.001.
Gromko, J. E. (2005). The effect of music instruction on phonemic awareness in beginning readers. Journal of Research in Music Education, 53, 199-209. https://doi.org/10.1177/002242940505300302.
Hansen, D., & Bernstorf, E. (2002). Linking music learning to reading instruction. Music Educators Journal, 88, 17-21. https://doi.org/10.2307/3399821.
Huss, M., Verney, J.P., Fosker, T., Mead, N., & Goswami, U. (2011). Music, rhythm, rise time perception and developmental dyslexia: Perception of musical meter predicts reading and phonology. Cortex, 47, 674-689. https://doi.org/10.1016/j.cortex.2010.07.010.
Jackendoff, R. (2009). Parallels and non-parallels between language and music. Music Perception: An Interdisciplinary Journal, 26, 195-204. https://doi.org/10.1525/mp.2009.26.3.195.
Jäncke L (2012) The relationship between music and language. Frontiers in Psychology, 3, 123. https://doi.org/10.3389/fpsyg.2012.00123.
Kandel, E.R., Dudai, Y., & Mayford, M.R.(2014). The molecular and systems biology of memory. Cell, 157, 163-86. https://doi.org/10.1016/j.cell.2014.03.001.
Lundetræ, K., & Thomson, J.M. (2017). Rhythm production at school entry as a predictor of poor reading and spelling at the end of first grade. Reading and Writing: An Interdisciplinary Journal, 31, 215-237. https://doi.org/10.1007/s11145-017-9782-9.
McMullen, E., & Saffran, J.R. (2004). Music and language: A developmental comparison. Music Perception, 21, 289-311. https://doi.org/10.1525/mp.2004.21.3.289.
Magne, C., Astésano, C., Aramaki, M., Ystad, S., Kronland-Martinet, R., & Besson, M. (2007). Influence of syllabic lengthening on semantic processing in spoken French: Behavioral and electrophysiological evidence. Cerebral Cortex, 17, 2659–2668. https://doi.org/10.1093/cercor/bhl174.
Magne, C., Schon, D., & Besson, M. (2006). Musician children detect pitch violations in both music and language better than non-musician children: Behavioral and electrophysiological approaches. Journal of Cognitive Neuroscience, 18, 199-211. https://doi.org/10.1162/jocn.2006.18.2.199.
Marie, C. Magne, C., & Besson, M. (2011). Musicians and the metric structure of words. Journal of Cognitive Neuroscience, 23, 294–305. https://doi.org/10.1162/jocn.2010.21413.
Marques C., Moreno S., Castro S. L., &Besson M. (2007). Musicians detect pitch violation in a foreign language better than non-musicians: Behavioural and electrophysiological evidence. Journal ofCognitive Neuroscience, 19, 1453–1463. https://doi.org/10.1162/jocn.2010.21413.
Moreno, S., Friesen, D., & Bialystok, E. (2011). Effect of music training on promoting pre-literacy skills: Preliminary causal evidence. Music Perception: An Interdisciplinary Journal, 29, 165-172. https://doi.org/ 10.1525/mp.2011.29.2.165.
Moreno, S., Marques, C., Santos, A., Castro, S.L., & Besson, M. (2009). Musical training influences linguistic abilities in 8-year-old children: More evidence for brain plasticity. Cerebral Cortex, 19, 712-723. https:// doi.org/10.1093/cercor/bhn120.
Moritz, C., Yampolsky, S., Papadelis, G., Thomson, J., & Wolf, M. (2013). Links between early rhythmic skills, musical training and phonological awareness. Reading and Writing: An Interdisciplinary Journal. 26, 739-769. https://doi.org/10.1007/s11145-012-9389-0.
Μποτίνης, Α. (2009). Φωνητική της Ελληνικής. LeaderBooks.
Overy, K. (2003). Dyslexia and music: From timing deficits to musical intervention. Annals of the New York Academy of Sciences, 999, 497–505. https://doi.org/10.1196/annals.1284.060.
Ozernov-Palchik, O., Wolf, M., & Patel, A. (2018). Relationship between early literacy and nonlinguistic rhythmic processes in kindergarteners. Journal of Experimental Child Psychology, 167, 354-368. https://doi.org/10.1016/j.jecp.2017.11.009.
Padeliadu, S., & Sideridis, G. D. (2000). Discriminant validation of the Test of Reading Performance (TORP) for identifying children at risk of reading difficulties. European Journal of Psychological Assessment, 16, 139–146. https://doi.org/10.1027//1015-5759.16.2.139.
Παπαδέλης, Γ. (2007). Ζητήματα αντίληψης του μουσικού ρυθμού. University Studio Press.
Papadopoulos, T. C., Kendeou, P., & Spanoudis, G. (2012). Investigating the factor structure and measurement invariance of phonological abilities in a sufficiently transparent language. Journal of Educational Psychology, 104, 321–336. https://doi.org/10.1037/a0026446.
Παπαζαρής, Θ. (1999). Μουσική μάθηση και Εκπαίδευση. Παπαζήση.
Patel, A. (2003). Language, music, syntax and the brain. Trends in Cognitive Science, Nature Neuroscience, 6, 674-681. https://doi.org/10.1038/nn1082.
Patel, A. (2011). Why would musical training benefit the neural encoding of speech? The OPERA hypothesis. Frontiers in Psychology, 2, 142. https://doi.org/10.3389/fpsyg.2011.00142.
Patscheke, H., Degé, F., & Schwarzer, G. (2016). The effects of training in music and phonological skills on phonological awareness in 4- to 6- year old children of immigrant families. Frontiers in Psychology, 7, 1647. https://doi.org/10.3389/fpsyg.2016.01647.
Platel, H., Price, C., Baron, J.C., Wise, R., Lambert, J., Frackowiak, R.S., Lechevalier, B., & Eustache, F. (1997). The structural components of music perception: A functional anatomical study. Brain, 120, 229-243. https://doi.org/10.1093/brain/120.2.229.
Πόρποδας, Κ. Δ. (2008). Εργαλείο ανίχνευσης και διερεύνησης των αναγνωστικών δυσκολιών στο Νηπιαγωγείο και Α΄-Β΄ δημοτικού. YΠ.Ε.Π.Θ.
Protopappas, A. (2017). Learning to read Greek. In L. T. W. Verhoeven, & C. A. Perfetti (Eds.), Learning to read across languages and writing systems (pp. 155–180). Cambridge University Press. https://doi.org/ 10.1017/9781316155752.008.
Puliatte, A., & Ehri, L.C. (2018). Do 2nd and 3rd grade teachers’ linguistic knowledge and instructional practices predict spelling gains in weaker spellers? Reading and Writing: An Interdisciplinary Journal, 31, 239–266. https://doi.org/10.1007/s11145-017-9783-8.
Rauscher, F. H., & Hinton, S.C. (2011). Music instruction and its diverse extra-musical benefits. Music Perception: An Interdisciplinary Journal, 29, 215-226. https://doi.org/10.1525/mp.2011.29.2.215.
Register, D. (2001). The effects of an early intervention music curriculum on pre-reading/writing. Journal of Music Therapy, 28, 239-248. https://doi.org/10.1093/jmt/38.3.239.
Schellenberg, G.E. (2006). Exposure to music: The truth about the consequences. In G. E. McPherson (Ed.), The child as musician: A handbook of musical development (pp. 111-131). Oxford University Press. https://doi. org/10.1093/acprof:oso/9780198530329.003.0006.
Schön, D., Magne, C., & Besson, M. (2004). The music of speech: Music facilitates pitch processing in language. Psychophysiology, 41, 341-349. https://doi.org/10.1111/1469-8986.00172.x.
Seymour, P. H. K., & Duncan, L. G. (2001). Learning to read in English. Ψυχολογία: Το Περιοδικό της Ελληνικής Ψυχολογικής Εταιρείας, 8, 281–299.
Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology,94, 143–174. https://doi.org/10.1348/000712603321661859.
Standley, J. M., & Hughes, J. E. (1997). Evaluation of an early intervention music curriculum for enhancing pre-reading/ writing skills. Music Therapy Perspectives, 15, 79-85. https://doi.org/10.1093/mtp/15.2.79.
Standley, J.M. (2008). Does music instruction help children learn to read? Evidence of a meta-analysis. Update: Applications of Research in Music Education, 27, 17–32. https://doi.org/10.1177/8755123308322270.
Tan, S.L., Pfordresher, P., &Harré, R. (2010). Psychology of music: From sound to significance. Psychology Press. https://doi.org/10.4324/9780203855362.
Tierney, A., & Kraus, N. (2014). Auditory-motor entrainment and phonological skills: Precise Auditory Timing Hypothesis (PATH). Frontiers in Human Neuroscience, 8, 949. https://doi.org/10.3389/fnhum.2014.00949
Williamson, V. (2009). In search of the language of music. The Psychologist- The British Psychological Society, 22, 1022-1025.