Premium
A Rhythmic Musical Intervention for Poor Readers: A Comparison of Efficacy With a Letter‐Based Intervention
Author(s) -
Bhide Adeetee,
Power Alan,
Goswami Usha
Publication year - 2013
Publication title -
mind, brain, and education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.624
H-Index - 35
eISSN - 1751-228X
pISSN - 1751-2271
DOI - 10.1111/mbe.12016
Subject(s) - rhyme , rhythm , intervention (counseling) , reading (process) , psychological intervention , psychology , literacy , musical , perception , entrainment (biomusicology) , cognitive psychology , linguistics , medicine , neuroscience , pedagogy , literature , art , psychiatry , philosophy , poetry
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.