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ERIC Number: EJ811673
Record Type: Journal
Publication Date: 2008
Pages: 16
Abstractor: As Provided
Reference Count: 75
ISSN: ISSN-8755-1233
Does Music Instruction Help Children Learn to Read?: Evidence of a Meta-Analysis
Standley, Jayne M.
Update: Applications of Research in Music Education, v27 n1 p17-32 2008
This meta-analysis of 30 studies using a variety of music interventions to affect reading skills resulted in a moderately strong, significant, overall effect size of d = 0.32. When music activities incorporate specific reading skills matched to the needs of identified children (d = 0.44) or contingent music is used to reinforce reading behavior (d = 0.66), benefits are large. The music activities that pair alphabet recognition with phonetic patterns, incorporate word segmentation and sound blending skills, and promote rapid decoding skills are effective in enhancing reading instruction and require little transfer to the assessment methodology. Benefits are greater when the special music reading activities are added to an existing music education curriculum than when replacing it. All schedules of intervention are equally effective regardless of whether daily, intense, short-term, or weekly periodic intervention spread across the school year. (Contains 3 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Junior High Schools; Kindergarten; Middle Schools; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A