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Musical plus phonological input for young foreign language readers

Identifieur interne : 000165 ( Main/Exploration ); précédent : 000164; suivant : 000166

Musical plus phonological input for young foreign language readers

Auteurs : M. C. Fonseca-Mora [Espagne] ; Pilar Jara-Jiménez [Espagne] ; María G Mez-Domínguez [Espagne]

Source :

RBID : PMC:4362048

Abstract

Based on previous studies showing that phonological awareness is related to reading abilities and that music training improves phonological processing, the aim of the present study was to test for the efficiency of a new method for teaching to read in a foreign language. Specifically, we tested the efficacy of a phonological training program, with and without musical support that aimed at improving early reading skills in 7–8-year-old Spanish children (n = 63) learning English as a foreign language. Of interest was also to explore the impact of this training program on working memory and decoding skills. To achieve these goals we tested three groups of children before and after training: a control group, an experimental group with phonological non-musical intervention (active control), and an experimental group with musical intervention. Results clearly point to the beneficial effects of the phonological teaching approach but the further impact of the music support was not demonstrated. Moreover, while children in the music group showed low musical aptitudes before training, they nevertheless performed better than the control group. Therefore, the phonological training program with and without music support seem to have significant effects on early reading skills.


Url:
DOI: 10.3389/fpsyg.2015.00286
PubMed: 25852604
PubMed Central: 4362048


Affiliations:


Links toward previous steps (curation, corpus...)


Le document en format XML

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<p>Based on previous studies showing that phonological awareness is related to reading abilities and that music training improves phonological processing, the aim of the present study was to test for the efficiency of a new method for teaching to read in a foreign language. Specifically, we tested the efficacy of a phonological training program, with and without musical support that aimed at improving early reading skills in 7–8-year-old Spanish children (
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<name sortKey="Fonseca Mora, M C" sort="Fonseca Mora, M C" uniqKey="Fonseca Mora M" first="M. C." last="Fonseca-Mora">M. C. Fonseca-Mora</name>
</noRegion>
<name sortKey="G Mez Dominguez, Maria" sort="G Mez Dominguez, Maria" uniqKey="G Mez Dominguez M" first="María" last="G Mez-Domínguez">María G Mez-Domínguez</name>
<name sortKey="Jara Jimenez, Pilar" sort="Jara Jimenez, Pilar" uniqKey="Jara Jimenez P" first="Pilar" last="Jara-Jiménez">Pilar Jara-Jiménez</name>
</country>
</tree>
</affiliations>
</record>

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HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 000165 | SxmlIndent | more

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Pour mettre un lien sur cette page dans le réseau Wicri

{{Explor lien
   |wiki=    Wicri/Musique
   |area=    OperaV1
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   |étape=   Exploration
   |type=    RBID
   |clé=     PMC:4362048
   |texte=   Musical plus phonological input for young foreign language readers
}}

Pour générer des pages wiki

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