期刊
EARLY CHILD DEVELOPMENT AND CARE
卷 191, 期 12, 页码 1896-1910出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/03004430.2020.1803852
关键词
Phonological awareness; early literacy; music instruction; young children
资金
- National Research Foundation [TTK180411319722]
- Swedish Foundation for International Cooperation in Research and Higher Education [IB2017-7004]
Multiple studies have shown that music instruction can improve phonological awareness and early literacy skills in children, but varying results require at least one academic year of exposure to conclude the effects.
Multiple studies and systematic reviews have shown that music instruction improves phonological awareness (PA) and early literacy skills in children, although findings vary. In meta-analyses, the reliability and significance of the transfer effect are reduced. The study evaluated the effect of varying durations of music instruction exposure, over a single academic year, on PA and early literacy of young children. Based on the exposure to music instruction, participants were assigned to either a low- or high-exposure group. Additional analyses were conducted for 17 age-matched pairs and to compare participants that only received class music to those that received additional music instruction. Between-groups comparisons showed no significant difference after a single academic year of music instruction. Within-groups comparisons identified more PA improvements in the high-exposure group. Exposure to music instruction for no less than one academic year, is required to conclusively evaluate the effect on PA and early literacy.
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