studying children the two us elementary schools, one of which routinely trained children in music and one that did not, piro and ortiz aimed to investigate the hypothesis that children who have received keyboard instruction as part of a music curriculum increasing in difficulty over successive years would demonstrate significantly better performance on measures of vocabulary and verbal sequencing than students who did not receive keyboard instruction.
several studies have reported positive associations between music education and increased abilities in non-musical ( eg, linguistic, mathematical, and spatial ) domains in children. the authors say there are similarities in the way that individuals interpret music and language and “because neural response to music is a widely distributed system within the brain…. it would not be unreasonable to expect that some processing networks for music and language behaviors, namely reading, located in both hemispheres of the brain would overlap. ”
the aim of this study was to look at two specific reading subskills – vocabulary and verbal sequencing – which, according to the authors, are “are cornerstone components in the continuum of literacy development and a window into the subsequent successful acquisition of proficient reading and language skills such as decoding and reading comprehension. ”
using a quasi-experimental design, the investigators selected second-grade children from two school sites located in the same geographic vicinity and with similar demographic characteristics, to ensure the two groups of children were as similar as possible apart from their music experience.
children in the intervention school ( n=46 ) studied piano formally for a period of three consecutive years as part of a comprehensive instructional intervention program. children attending the control school ( n=57 ) received no resmi musical training on any musical instrument and had never taken music lessons as part of their general school curriculum or in private study. both schools followed comprehensive balanced literacy programmes that integrate skills of reading, writing, speaking and listening.
all participants were individually tested to assess their reading skills at the start and close of a standard 10-month school year using the structure of intellect ( soi ) measure.
results analyzed at the end of the year showed that the music-learning group had significantly better vocabulary and verbal sequencing scores than did the non-music-learning control group. this finding, conclude the authors, provides evidence to support the increasingly common practice of “educators incorporating a variety of approaches, including music, in their teaching practice in continuing efforts to improve reading achievement in children”.
however, further interpretation of the results revealed some complexity within the overall outcomes. an interesting observation was that when the study began, the music-learning group had already experienced two years of piano lessons yet their reading scores were nearly identical to the control group at the start of the experiment.
several studies have reported positive associations between music education and increased abilities in non-musical ( eg, linguistic, mathematical, and spatial ) domains in children. the authors say there are similarities in the way that individuals interpret music and language and “because neural response to music is a widely distributed system within the brain…. it would not be unreasonable to expect that some processing networks for music and language behaviors, namely reading, located in both hemispheres of the brain would overlap. ”
the aim of this study was to look at two specific reading subskills – vocabulary and verbal sequencing – which, according to the authors, are “are cornerstone components in the continuum of literacy development and a window into the subsequent successful acquisition of proficient reading and language skills such as decoding and reading comprehension. ”
using a quasi-experimental design, the investigators selected second-grade children from two school sites located in the same geographic vicinity and with similar demographic characteristics, to ensure the two groups of children were as similar as possible apart from their music experience.
children in the intervention school ( n=46 ) studied piano formally for a period of three consecutive years as part of a comprehensive instructional intervention program. children attending the control school ( n=57 ) received no resmi musical training on any musical instrument and had never taken music lessons as part of their general school curriculum or in private study. both schools followed comprehensive balanced literacy programmes that integrate skills of reading, writing, speaking and listening.
all participants were individually tested to assess their reading skills at the start and close of a standard 10-month school year using the structure of intellect ( soi ) measure.
results analyzed at the end of the year showed that the music-learning group had significantly better vocabulary and verbal sequencing scores than did the non-music-learning control group. this finding, conclude the authors, provides evidence to support the increasingly common practice of “educators incorporating a variety of approaches, including music, in their teaching practice in continuing efforts to improve reading achievement in children”.
however, further interpretation of the results revealed some complexity within the overall outcomes. an interesting observation was that when the study began, the music-learning group had already experienced two years of piano lessons yet their reading scores were nearly identical to the control group at the start of the experiment.
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