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Examining the relationship between music training and early reading skills in children

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dc.contributor.advisorCorrigall, Kathleen
dc.contributor.authorByfield, Elise
dc.date.accessioned2018-05-16
dc.date.accessioned2022-05-31T00:00:49Z
dc.date.available2022-05-31T00:00:49Z
dc.date.issued2014
dc.description.abstractPast research has found evidence of a link between musical perception and performance on literacy related tests, such a reading tests and phonological awareness measures. Particular focus has been on the correlation between musical skills and phonemic understanding, with few studies examining reading specifically. Thus far in the literature, it is unclear if the relationship between perception and reading is dependent on specific perceptual abilities or is more domain general. Past investigation is also limited in the musical tasks that are available for children, and this had led to very mixed results as to why the relationship between music and reading might exist. The present study tested 120 6- to 10- year olds on a variety of musical perception measures and word reading tests to examine the association when controlling for general cognition and length of music training. Our results revealed that speed and tuning perceptual abilities were the only significant predictor of word reading scores, and that music training was uncorrelated with reading ability.
dc.format.extent312.24 KB
dc.format.mimetypePDF
dc.identifier.doihttps://doi.org/10.31542/r.gm:1616
dc.identifier.urihttps://hdl.handle.net/20.500.14078/1185
dc.languageEnglish
dc.language.isoen
dc.relation.urihttp://roam.macewan.ca/islandora/object/gm:1615
dc.rightsAll Rights Reserved
dc.subjectmusical perception
dc.subjectreading skills
dc.titleExamining the relationship between music training and early reading skills in childrenen
dc.typeUndergraduate Thesis
dspace.entity.type

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