Effects of Phonological and Musical Training on the Reading Readiness of Native- and Foreign-Spanish-Speaking Children

Autor/inn/en	Herrera, Lucia; Lorenzo, Oswaldo; Defior, Sylvia; Fernandez-Smith, Gerard; Costa-Giomi, Eugenia
Titel	Effects of Phonological and Musical Training on the Reading Readiness of Native- and Foreign-Spanish-Speaking Children
Quelle	In: Psychology of Music, 39 (2011) 1, S.68-81 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7356
DOI	10.1177/0305735610361995
Schlagwörter	Reading Readiness; Music; Music Activities; Phonology; Phonological Awareness; Preschool Children; Foreign Countries; Spanish Speaking; Music Education; Program Effectiveness; Language Processing; Task Analysis; Predictor Variables; Pretests Posttests; Native Language; Dialects; Morocco + Suchen Sie Ihr Suchwort? Reading rate; Reading speed; Lesegeschwindigkeit; Musik; Musikalische Aktion; Fonologie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Musikerziehung; Sprachverarbeitung; Aufgabenanalyse; Prädiktor; Dialect; Dialekt; Marokko
Abstract	The purpose of this study was to evaluate the effectiveness of a music training program on children's phonological awareness and naming speed in Spanish. Participants were preschool children whose first language was either Spanish (n = 45) or Tamazight ( n = 52), a Berber dialect spoken in Morocco's Rif area. The two-year pretest/posttest study showed that the children who received phonological training with or without music performed significantly better in a naming speed posttest and a series of phonological processing tasks than those who did not participate in specialized training. The phonological training that included music activities was particularly effective for the development of phonological awareness of ending sounds and naming speed. The benefits of the training on children's phonological awareness and naming speed, two strong predictors of reading acquisition, were significant regardless of the native language of the children. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10