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ECDA Conference 2014
Presented by:
Dr. Carol Loy, Kinderland Educare Services
Dr. Noel Chia, National Institute of Education
Introduction
• This study is funded by the Early Childhood Research Fund (ECRF) of the Early Childhood Development Agency (ECDA).
• The findings and views expressed in this presentation are that of the authors and do not represent the views of ECDA or any government ministries
Music & Linguistic Abilities
• Music contributes to preschool-age children's awakening to different subject matters, particularly to reading and writing.
(Cutietta, 1995, 1996; Ribière-Raverlat, 1997; Bolduc & Montésinos-Gelet, 2005; Bolduc, 2006).
• Musical activities promote the development of auditory perception, phonological memory, and metacognitive knowledge—three components that are equally involved in the development of linguistic abilities.
(Bernstein, 1976; Fiske, 1993; Lowe, 1995, 1998; Ribière-Raverlat, 1997; Sloboda, 1985;
Bolduc & Montésinos-Gelet, 2005; Bolduc, 2006).
Quasi-experimental Studies
Quasi-experimental studies also show that:
• Children who participate in musical and first-language interdisciplinary programs develop phonological awareness, word recognition, and invented spelling abilities more efficiently than their classmates who do not participate in such programs.
(Bolduc, 2006; Register, 2001; Standley & Hughes, 1997).
Purpose of Study
• To compare the effect of children’s musical ability, obtained via formal music teaching, on their reading ability using pre- and post-tests.
Definition of Terms
• Audiation Audiation takes place when one hears and feels music
through recalling, the sound not being physically present except when one is audiating. (Gordon, 1979)
• Musical Ability/Aptitude (Tonal & Rhythm) Ability to differentiate ‘Same’ and ‘Different’ as sound in
music elements e.g. pitch, rhythm, pulse, melody, harmony. • Rhyming and Reading Ability Ability to match ‘Letters and Sounds’ and recognize ‘Regular
and Irregular words.’
Methodology
• A quasi-experimental group design for pre-test/ post-test comparisons.
• Parental consent forms signed.
• A total of 73 five & six yr. old children participated.
• 34 of the children from 2 childcare centers offering the formal music curriculum were assigned to the Experimental group.
• 39 from 2 childcare centers that do not offer the formal music curriculum participated in the Control group.
Profile of Participants
Variable
M
F
Age
(Mean)
Age
(Min)
Age
(Max)
Age
(Range)
Experi-
mental
20 14 5 4.6 5.5 0.9
Control 14 25 5.05 4.5 5.6 1.1
Instruments
• PMMA (Gordon, 1979)
– Primary Measure of Music Audiation test
– Measures music aptitude
(tonal & rhythm) of children
(kindergarten, grade 1-3).
• WRaPS (Moseley, 2008)
– Word Recognition and Phonic Skills test
– Measures word recognition with standardized scores & age equivalent (4.5 yrs – 8.75 yrs).
Data Collection Procedures
• Children seated in small groups (4-6 per group).
• Class teachers help children stay on track.
• Practice items for method of answering.
• Test items without assistance.
• PMMA Tonal test conducted before Rhythm test.
• PMMA & WRaPS carried out within same week on 2 separate days.
Data Collection- Tonal Pre -test
PMMA
apple shoe cup tree
Data Collection- Rhythm Pre -test
PMMA
truck book
Data Collection- Pre-test
Pre & Post-test Data
At the start, independent t-tests showed that both groups were comparable in terms of:
• Age
• Gender mix
• Music aptitude (PMMA Tonal & Rhythm Tests) Gordon, E. E. (1979).
• Word Recognition (WRaPS Test) Moseley, D. (2008).
Music Curriculum
• Length of treatment: 20 weeks • Frequency of lessons: once a week • Duration of lessons: 60 minutes each • Contents: - Singing - Listening - Rhythm - Keyboard Playing - Ensemble - Notation
Data Collection- Post-test
PMMA
Data Collection- Post-test
PMMA Tonal & Rhythm
28.5
38.7
28.1
33.9
0
10
20
30
40
50
Tonal Pre Tonal Post
Experimental
Control
25.7
36.8
24.7 27.3
0
5
10
15
20
25
30
35
40
Rhythm Pre Rhythm Post
Experimental
Control
PMMA Tonal & Rhythm Tests
Increase in mean score
Experimental Control
Tonal 10.2 5.8
Rhythm 11.1 2.6
Results - WRaPS
20.9
55.2
21.3 25.9
0
10
20
30
40
50
60
WRAPS A WRAPS B
Experimental
Control
(5yr 9mth)
(5yr 9mth)
(8yr 9mth)
(6yr 2mth)
Results - WRaPS
Experimental Group • Word recognition age (mean) increased
from 5 yr 9 mth to 8 yr 9 mth • Total increase = 3 years
Control Group
• Word recognition age (mean) increased from 5 yr 9 mth to 6 yr 2 mth
• Total increase = 0.4 years
Pre-Literacy “Musicy” Pre-Oracy Beginning Literacy
Oral Perceiving
Aural Perceiving
Aural Processing
Oral Processing Audiating
Audiating
Word Recognition
Hearing Music
Hearing Letter Sound
WRaPS
PMMA
Subvocalizing
Discussion
Conclusion
• The musical ability of the children in the experimental group had a significant positive effect on their reading ability.
• They developed word recognition abilities more efficiently than those who did not participate in the music curriculum.
Implications
•Positive musical aptitude can have a positive effect on reading ability as early as preschool.
•Formal music curriculum can be used as an efficient complementary educational approach to facilitate the development of linguistic abilities.
•This may help reduce reading difficulties when children enter primary school.
Limitations
• It is instrumental to note that the results of this study are limited to its design and implementation to rule out threats to validity in terms of testing procedure, participant mortality, history, maturation and selection.
Limitations
• Participant selection was controlled with similar profile in terms of
gender, age and socio-economic status. • Participant history was controlled with similar profile in terms of
word recognition and musical aptitude level. • Participant maturation was accounted for by the comparison of the
experimental to the control group's performance. • Participant mortality was controlled for with a large number of
subjects (n > 30) for each group. • Testing procedures were controlled for with a 100% fidelity of
implementation.
References
Bernstein, Leonard. (1976). The unanswered question: Six talks at Harvard. Cambridge, MA: Harvard University Press.
Bolduc, Jonathan, & Montésinos-Gelet, Isabelle. (2005). Pitch awareness and phonological awareness. Psychomusicology, 19(1), 3-14.
Bolduc, Jonathan. (2006). Les effets d' un programme d' entraînement musical expérimental sur l' approbation du langage écrit à la
maternelle [Effects of a music training program on kindergartners' literacy skills]. Québec: Université Laval.
Cutietta, Robert. (1995). Does music instruction help children to read? General Music Today, 9(1), 26-31.
Fiske, Harold. (1993). Music and mind: The concept of mind in music cognition. Canadian Music Educator, 34(3), 15-26.
Gordon, E. E. (1979). Primary measures of music audiation. Chicago, IL: G.I.A. Publications.
Lamb, Susannah J., & Gregory, Andrew H. (1993). The relationship between music and reading in beginning readers. Educational
Psychology, 13(1), 19-27.
Lowe, Anne. (1998). L'intégration de la musique et du français au programme d'immersion française: Avantages pour l'apprentissage
des deux matières [Integration of music and French into a French immersion program: Benefits for the two subjects]. Revue des
sciences de l'éducation, 24(3), 621-646.
Moseley, D. (2008). Word Recognition and Phonic Skills (WRaPS) 3 UK: Hodder Education.
Register, Dena. (2001). The effects of an early intervention music curriculum on prereading/writing. Journal of Music Therapy, 38(3),
239-248.
Ribière-Raverlat, Jacquotte. (1997). Développer les capacités d' écoute à l' école: Écoute musicale, écoute des langues [Developing
listening abilities in school: Musical monitoring and language monitoring]. Paris: Presses Universitaires de France.
Sloboda, John A. (1985). L' esprit musicien: La psychologie cognitive de la musique [The musical mind: The cognitive psychology of
music]. Paris: Mardaga.
Standley, Jayne M., & Hughes, Jane E. (1997). Evaluation of an early intervention music curriculum for enhancing prereading/writing
skills. Music Therapy Perspectives, 15(2), 79-85.
Research Project Team
Dr. Carol Loy, Kinderland Educare Service Dr. Noel Chia, National Institute of Education Patricia Ng, National Institute of Education Susan Tan, Kinderland Educare Services Crystal Lim, Kinderland Educare Services
Thank You
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