| 1. |
- Eccles, Renata, et al.
(författare)
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Effect of music instruction on phonological awareness and early literacy skills of five- to seven-year-old children
- 2021
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Ingår i: Early Child Development and Care. - : Taylor & Francis. - 0300-4430 .- 1476-8275. ; 191:12, s. 1896-1910
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Tidskriftsartikel (refereegranskat)abstract
- ABSTRACT 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.
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| 2. |
- Eccles, Renata, et al.
(författare)
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Is phonological awareness related to pitch, rhythm, and speech-in-noise discrimination in young children?
- 2021
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Ingår i: Language, speech & hearing services in schools. - : ASHA. - 0161-1461 .- 1558-9129. ; 52:1, s. 383-395
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Tidskriftsartikel (refereegranskat)abstract
- Purpose. Phonological awareness (PA) requires the complex integration of language, speech, and auditory processing abilities. Enhanced pitch and rhythm discrimination have been shown to improve PA and speech-in-noise (SiN) discrimination. The screening of pitch and rhythm discrimination, if nonlinguistic correlates of these abilities, could contribute to screening procedures prior to diagnostic assessment. This research aimed to determine the association of PA abilities with pitch, rhythm, and SiN discrimination in children aged 5–7 years old.Method. Forty-one participants' pitch, rhythm, and SiN discrimination and PA abilities were evaluated. To control for confounding factors, including biological and environmental risk exposure and gender differences, typically developing male children from high socioeconomic statuses were selected. Pearson correlation was used to identify associations between variables, and stepwise regression analysis was used to identify possible predictors of PA.Results. Correlations of medium strength were identified between PA and pitch, rhythm, and SiN discrimination. Pitch and diotic digit-in-noise discrimination formed the strongest regression model (adjusted R2 = .4213, r = .649) for phoneme–grapheme correspondence.Conclusions. The current study demonstrates predictive relationships between the complex auditory discrimination skills of pitch, rhythm, and diotic digit-in-noise recognition and foundational phonemic awareness and phonic skills in young males from high socioeconomic statuses. Pitch, rhythm, and digit-in-noise discrimination measures hold potential as screening measures for delays in phonemic awareness and phonic difficulties and as components of stimulation programs.
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| 3. |
- Eccles, Renata, et al.
(författare)
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The effect of music education approaches on phonological awareness and early literacy : A systematic review
- 2021
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Ingår i: Australian Journal of Language & Literacy. - : Australian Literacy Educators' Association. - 1038-1562. ; 44:1, s. 46-60
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 4. |
- MacCutcheon, Douglas, et al.
(författare)
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Investigating the Effect of One Year of Learning to Play a Musical Instrument on Speech-in-Noise Perception and Phonological Short-Term Memory in 5-to-7-Year-Old Children
- 2020
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Ingår i: Frontiers in Psychology. - : Frontiers Media S.A.. - 1664-1078. ; 10
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Tidskriftsartikel (refereegranskat)abstract
- The benefits in speech-in-noise perception, language and cognition brought about by extensive musical training in adults and children have been demonstrated in a number of cross-sectional studies. Therefore, this study aimed to investigate whether one year of school-delivered musical training, consisting of individual and group instrumental classes, was capable of producing advantages for speech-in-noise perception and phonological short-term memory in children tested in a simulated classroom environment. Forty-one children aged 5-7 years at the first measurement point participated in the study and either went to a music-focused or a sport-focused private school with an otherwise equivalent school curriculum. The children’s ability to detect number and color words in noise was measured under a number of conditions including different masker types (speech-shaped noise, single-talker background) and under varying spatial combinations of target and masker (spatially collocated, spatially separated). Additionally, a cognitive factor essential to speech perception, namely phonological short-term memory, was assessed. Findings were unable to confirm that musical training of the frequency and duration administered was associated with a musician's advantage for either speech in noise, under any of the masker or spatial conditions tested, or phonological short-term memory.
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| 5. |
- MacCutcheon, Douglas, et al.
(författare)
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The contribution of individual differences in memory span and language ability to spatial release from masking in young children
- 2019
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Ingår i: Journal of Speech, Language and Hearing Research. - : ASHA. - 1092-4388 .- 1558-9102. ; 62:10, s. 3741-3751
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: Working memory capacity and language ability modulate speech reception; however, the respective roles of peripheral and cognitive processing are unclear. The contribution of individual differences in these abilities to utilization of spatial cues when separating speech from informational and energetic masking backgrounds in children has not yet been determined. Therefore, this study explored whether speech reception in children is modulated by environmental factors, such as the type of background noise and spatial configuration of target and noise sources, and individual differences in the cognitive and linguistic abilities of listeners.Method: Speech reception thresholds were assessed in 39 children aged 5-7 years in simulated school listening environments. Speech reception thresholds of target sentences spoken by an adult male consisting of number and color combinations were measured using an adaptive procedure, with speech-shaped white noise and single-talker backgrounds that were either collocated (target and back-ground at 0°) or spatially separated (target at 0°, background noise at 90° to the right). Spatial release from masking was assessed alongside memory span and expressive language.Results and Conclusion: Significant main effect results showed that speech reception thresholds were highest for informational maskers and collocated conditions. Significant interactions indicated that individual differences in memory span and language ability were related to spatial release from masking advantages. Specifically, individual differences in memory span and language were related to the utilization of spatial cues in separated conditions. Language differences were related to auditory stream segregation abilities in collocated conditions that lack helpful spatial cues, pointing to the utilization of language processes to make up for losses in spatial information.
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