Prosodic Sensitivity and Reading Fluency of Musicians and Non-Musicians

Autor/inn/en	Obergfell, Anja L.; Schmidt, Barbara M.; Stenneken, Prisca; Wittemann, Sonja K.; Schabmann, Alfred
Titel	Prosodic Sensitivity and Reading Fluency of Musicians and Non-Musicians
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 34 (2021) 4, S.887-909 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Obergfell, Anja L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-020-10096-4
Schlagwörter	Foreign Countries; College Students; Suprasegmentals; Reading Fluency; Musicians; Reading Achievement; Reading Tests; Phonological Awareness; Germany + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Musiker; Leseleistung; Lesetest; Deutschland
Abstract	This study investigates the effects of prosodic sensitivity on reading. Highly capable adult musicians (i.e., persons with potentially excellent prosodic skills) and non-musicians were compared in terms of prosodic sensitivity and reading. Furthermore, the study examines possible reciprocal effects of prosodic sensitivity and reading. Sixty native German-speaking university students, musicians (n = 30) and non-musicians (n = 30), completed three measures of prosodic sensitivity on the sentence level. In addition, word and nonword reading were tested. To check for possible reciprocal effects of prosodic sensitivity and reading, groups of musicians and non-musicians matched on the reading level as well as the prosodic sensitivity level were compared. The results showed that musicians outperformed non-musicians in two of the three prosodic sensitivity measures and both reading measures. Considering subgroup analysis this seems to indicate a non-reciprocal effect of prosodic sensitivity on reading. Moreover, when controlling for phonological awareness, prosodic sensitivity showed a unique effect on reading in the whole sample. Based on the results, we argue that good prosodic sensitivity can facilitate reading performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01