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ERIC Number: EJ1009592
Record Type: Journal
Publication Date: 2013-Jun
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1751-2271
A Rhythmic Musical Intervention for Poor Readers: A Comparison of Efficacy with a Letter-Based Intervention
Bhide, Adeetee; Power, Alan; Goswami, Usha
Mind, Brain, and Education, v7 n2 p113-123 Jun 2013
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. (Contains 3 tables and 2 figures.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Identifiers - Assessments and Surveys: British Ability Scales; Wechsler Adult Intelligence Scale; Wechsler Intelligence Scale for Children