Journal ArticleDOI
The effect of piano lessons on the vocabulary and verbal sequencing skills of primary grade students
Joseph M. Piro,Camilo Ortiz +1 more
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The authors examined the effects of a scaffolded music instruction program on the vocabulary and verbal sequencing skills of two cohorts of second-grade students, one group (n = 46) studied piano formally for a period of three consecutive years as part of a comprehensive instructional intervention program.Abstract:
A number of studies have reported positive associations between music experience and increased abilities in non-musical (e.g., linguistic, mathematical, and spatial) domains in children. These transfer effects continue to be probed using a variety of experimental designs. The major aim of this quasi-experimental study was to examine the effects of a scaffolded music instruction program on the vocabulary and verbal sequencing skills of two cohorts of second-grade students. One group (n = 46) studied piano formally for a period of three consecutive years as part of a comprehensive instructional intervention program. The second group (n = 57) had no exposure to music lessons, either in school programs or private study. Both groups were assessed on two subtests from the Structure of Intellect (SOI) measure. Results revealed that the experimental group had significantly better vocabulary and verbal sequencing scores at post-test than did the control group. Data from this study will help to clarify the role of ...read more
Citations
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The power of music: Its impact on the intellectual, social and personal development of children and young people
TL;DR: In this article, the authors reviewed the empirical evidence relating to the effects of active engagement with music on the intellectual, social and personal development of children and young people, and suggested that the positive effects of engagement with musical skills on personal and social development only occur if it is an enjoyable and rewarding experience.
Journal ArticleDOI
Examining the association between music lessons and intelligence
TL;DR: The findings suggest that children with higher IQs are more likely than their lower-IQ counterparts to take music lessons, and to perform well on a variety of tests of cognitive ability except for those measuring executive function.
Journal ArticleDOI
Associations between early shared music activities in the home and later child outcomes: Findings from the Longitudinal Study of Australian Children ☆
Kate E. Williams,Kate E. Williams,Margaret S. Barrett,Graham Welch,Vicky Abad,Mary C. Broughton +5 more
TL;DR: This paper investigated the parent-child home music activities in a sample of 3031 Australian children participating in Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC) study.
Journal ArticleDOI
Effects of a school-based instrumental music program on verbal and visual memory in primary school children: a longitudinal study.
TL;DR: It is suggested that children receiving music training may benefit from improvements in their verbal memory skills, after controlling for children’s socio-economic background, age, and IQ.
Journal ArticleDOI
Effect of Music Training on Promoting Preliteracy Skills: Preliminary Causal Evidence
TL;DR: This article investigated whether music training fosters children's preliteracy skills and found that children with music training improved significantly more than the art-trained children on the visual-auditory learning measure.
References
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Book
Preventing reading difficulties in young children
TL;DR: This chapter discusses strategies for helping children with Reading Difficulties in Grades 1 to 3, as well as recommendations for practice and research.
Journal ArticleDOI
Increased Cortical Representation of the Fingers of the Left Hand in String Players
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Music and spatial task performance
Journal ArticleDOI
Disruption of posterior brain systems for reading in children with developmental dyslexia.
Bennett A. Shaywitz,Sally E. Shaywitz,Kenneth R. Pugh,Kenneth R. Pugh,W. Einar Mencl,W. Einar Mencl,Robert K. Fulbright,Pawel Skudlarski,R. Todd Constable,Karen E. Marchione,Jack M. Fletcher,G. Reid Lyon,John C. Gore,John C. Gore +13 more
TL;DR: Brain activation patterns in dyslexic and nonimpaired children during pseudoword and real-word reading tasks that required phonologic analysis provided neurobiological evidence of an underlying disruption in the neural systems for reading in children with dyslexia.
Journal ArticleDOI
What's Meaning Got to Do With It: The Role of Vocabulary in Word Reading and Reading Comprehension
TL;DR: In this article, the role of oral vocabulary in various reading skills was discussed in terms of interrelations between phonological and semantic factors in the acquisition of distinct reading skills, including receptive and expressive vocabulary breadth, depth of vocabulary knowledge, decoding, visual word recognition, and reading comprehension.