Does Music Training Enhance Literacy Skills? A Meta-Analysis.
Does Music Training Enhance Literacy Skills? A Meta-Analysis.
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音乐培训是否增强了扫盲技能？荟萃分析。
DOI：
10.3389/fpsyg.2015.01777
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发表时间：
2015
影响因子：
3.8
通讯作者：
McCandliss BD
中科院分区：
文献类型：
--
作者：
Gordon RL;Fehd HM;McCandliss BD
儿童参与音乐实践与识字相关的语言技能的增强有关，这两个领域的相关性的多个报告表明。培训研究已经测试了参与音乐培训是否直接有益于儿童的识字技能发展。然而，这些研究的结果好坏参半。这些混合结果的解释是更加复杂的事实，广泛的识字相关的结果的措施，在这些研究中使用。在这里，我们通过元分析方法来解决这些挑战。围绕检验直接迁移假设所需的关键标准，对同行评审的音乐培训研究进行了全面的文献综述，包括：（a）纳入音乐培训组与对照组;（B）纳入前后比较措施;（c）表明阅读教学在各组中保持不变。确定了13项研究（n = 901）。两类结果的措施出现了足够的重叠，以支持元分析：语音意识和阅读流畅性。培训时间，年龄和控制干预的类型作为潜在的主持人进行了检查。结果支持这一假设，音乐训练导致收益的语音意识技能。通过对比音乐训练中的增益与控制中的增益所隔离的效果相对于这些技能的大方差（d = 0.2）是小的。有趣的是，分析显示，押韵技能的迁移效果往往随着训练时间的增加而增强。相反，没有显着的总迁移效应出现阅读流畅性的措施，尽管一些研究报告大的培训效果。其他研究设计因素的潜在影响也被考虑在内，包括干预设计、智商和社会经济地位。结果进行了讨论的背景下，新兴的研究结果，音乐培训可能会提高识字发展，通过改变大脑机制，支持音乐和语言认知。
Children's engagement in music practice is associated with enhancements in literacy-related language skills, as demonstrated by multiple reports of correlation across these two domains. Training studies have tested whether engaging in music training directly transfers benefit to children's literacy skill development. Results of such studies, however, are mixed. Interpretation of these mixed results is made more complex by the fact that a wide range of literacy-related outcome measures are used across these studies. Here, we address these challenges via a meta-analytic approach. A comprehensive literature review of peer-reviewed music training studies was built around key criteria needed to test the direct transfer hypothesis, including: (a) inclusion of music training vs. control groups; (b) inclusion of pre- vs. post-comparison measures, and (c) indication that reading instruction was held constant across groups. Thirteen studies were identified (n = 901). Two classes of outcome measures emerged with sufficient overlap to support meta-analysis: phonological awareness and reading fluency. Hours of training, age, and type of control intervention were examined as potential moderators. Results supported the hypothesis that music training leads to gains in phonological awareness skills. The effect isolated by contrasting gains in music training vs. gains in control was small relative to the large variance in these skills (d = 0.2). Interestingly, analyses revealed that transfer effects for rhyming skills tended to grow stronger with increased hours of training. In contrast, no significant aggregate transfer effect emerged for reading fluency measures, despite some studies reporting large training effects. The potential influence of other study design factors were considered, including intervention design, IQ, and SES. Results are discussed in the context of emerging findings that music training may enhance literacy development via changes in brain mechanisms that support both music and language cognition.