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融合英語童謠教學在國小二年級學生的音韻覺識及學習動機上的行動研究 ; An Action Research of English Nursery Rhymes Instruction on Phonological Awareness and Learning Motivation among Elementary Second Grade Students
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The Influence of L1 and L2 Phonological Awareness on L2 Vocabulary Learning ...
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Success Is Not the Entire Story for a Scientific Theory: The Case of the Phonological Deficit Theory of Dyslexia
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In: Brain Sciences; Volume 12; Issue 4; Pages: 425 (2022)
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Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
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In: Languages; Volume 7; Issue 1; Pages: 51 (2022)
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The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ...
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Phonological awareness digital program: a randomized controlled study ; Programa digital para la conciencia fonológica: un estudio aleatorizado
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Percurso desenvolvimental da leitura : o impacto de um programa de intervenção em consciência fonológica - PICF
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Phonological awareness digital program: a randomized controlled study ; Programa digital para la conciencia fonológica: un estudio aleatorizado
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Sá, Marta; Sa Couto, P.; Lousada, Marisa. - : Universidad de Castilla-La Mancha: Colegio Oficial de Logopedas de Castilla-La Mancha, 2022. : Universidad Complutense de Madrid: Facultad de Psicología, 2022
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Early Auditory Event-Related Potentials Are Modulated by Alphabetic Literacy Skills in Logographic Chinese Readers
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In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-03340213 ; Frontiers in Psychology, Frontiers, 2021, 12, pp.663166. ⟨10.3389/fpsyg.2021.663166⟩ (2021)
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| 10 |
Music teaching and the promotion of phonological awareness in 5- and 6-year-old children
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Abstract:
UIDB/00693/2020 UIDP/00693/2020 ; This paper discusses the relationship between music and language and presents evidence on how this connection can promote pre-reading skills. These skills are essential for students’ school success and reading acquisition. In the last decade, several researchers have investigated the relationship between music lessons and the development of language skills. It has been found that participation in music lessons in the preschool period is associated with increased phonological awareness in children with typical language development (Patscheke et al., 2016; Vidal et al., 2020). Some authors argue that music training can be used in interventions to overcome atypical language development (Pitt et al., 2017). Music perception has been pointed as a predictor of reading skills, particularly rhythm perception through beat synchronization (Bolduc, 2009) and rhythmic discrimination (Moritz et al., 2013). Furthermore, Hallam (2018) explored this topic with 11- and 12-year-old children and found that an intervention based on rhythmic activities can improve reading skills of low proficient readers. In this context, we examine Goswami's (2011) Temporal Sampling Theory, that argues that rhythmic abilities are especially correlated with the processing of speech. Finally, we analyze studies carried out with 5- and 6-year-old children in several countries (United States of America, Canada, Spain, and Germany). These studies’ methodologies are mostly experimental, with various configurations of intervention and control groups and different sample sizes. The research design is essentially longitudinal, with various time periods, always with intervention and pre-and post-testing of rhythmic and/or tonal abilities and phonological awareness. Moreover, nonverbal intelligence and socioeconomic background have been used as controlled variables in several studies. The results emerging from those investigations might contribute to establish new educational guidelines and new curricular paradigms. In this context, it would be important to establish a professional network with those who intervene with children with linguistic impairment and the music teachers. The preschool music teacher might become an important agent in signaling atypical linguistic developments, as well as a valuable partner in the elaboration of interdisciplinary programs for overcoming atypical linguistic developments. In Portugal, there is a lack of studies addressing the relationship between music lessons and the development of phonological awareness in preschool children. Thus, we hope that this review may contribute to the emergence of new research in this field of study. ; publishersversion ; published
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Keyword:
5- and 6-year-old children; Music lessons; Phonological awareness; Rhythmic skills
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URL: http://hdl.handle.net/10362/132474
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Avaliação da linguagem oral e escrita no pré-escolar e nos primeiros anos de escolaridade
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Γνώσεις και Πρακτικές Νηπιαγωγών και Δασκάλων των δύο πρώτων τάξεων του Δημοτικού για τη Φωνολογική Επίγνωση ...
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Διδασκαλία της ορθογραφημένης γραφής σε μαθητές Δημοτικού με δυσλεξία στο μάθημα της Γερμανικής ως Β΄ ξένης γλώσσας ...
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Phono-palooza: it is about the sounds we hear increasing phonological awareness instruction in early primary classrooms ...
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Bauer, Janet. - : Electronic version published by Vancouver Island University, 2021
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Neurocognitive Predictors of Response to Intervention With GraphoGame Rime ...
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Phonological processing skills and their longitudinal relation to first and additional language literacy in isiXhosa and isiZulu speaking children ...
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A poesia enquanto estratégia para o desenvolvimento da consciência fonológica
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Desenvolvimento da consciência fonológica no 1º ano do 1º CEB
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Tarefas de Estímulo de Consciência Fonológica no Ensino de Inglês no 1.º Ciclo do Ensino Básico
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