A Rhythmic Musical Intervention for Poor Readers: A Comparison of Efficacy With a Letter-Based Intervention
A Rhythmic Musical Intervention for Poor Readers: A Comparison of Efficacy With a Letter-Based Intervention
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DOI：
10.1111/mbe.12016
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发表时间：
2013-06-01
影响因子：
1.8
通讯作者：
Goswami, Usha
中科院分区：
文献类型：
--
作者：
Bhide, Adeetee;Power, Alan;Goswami, Usha
越来越多的证据表明，有阅读困难的儿童表现出听觉节律感知受损和音乐节拍感知任务受损。因此，对较差阅读能力的节奏音乐干预可能会改善节奏夹带，从而提高阅读和语音技能。在这里，我们将音乐干预对阅读能力差的人的影响与基于韵律训练和音素-字素学习的已知功效的软件干预进行比较。研究问题是，对于阅读发展落后的儿童，音乐干预是否会产生与音素-字素干预相当的效果。总的来说，这两种干预措施对识字率有类似的好处，而且效果也很大。
There is growing evidence that children with reading difficulties show impaired auditory rhythm perception and impairments in musical beat perception tasks. Rhythmic musical interventions with poorer readers may thus improve rhythmic entrainment and consequently improve reading and phonological skills. Here we compare the effects of a musical intervention for poor readers with a software intervention of known efficacy based on rhyme training and phoneme-grapheme learning. The research question was whether the musical intervention would produce gains of comparable effect sizes to the phoneme-grapheme intervention for children who were falling behind in reading development. Broadly, the two interventions had similar benefits for literacy, with large effect sizes.