Effectiveness of Musical Training on Reading Comprehension in Elementary School Children. Is There an Associative Cognitive Benefit?

Frontiers in Education

卷:7

Efthymios Papatzikis¹  Elina Kosmidou⁴  Asimenia Klitsioti⁴  Aggeliki-Anna Sourbi⁴  Dimitra Chrisostomou⁴  Andreani Droutme⁴  Maria Sofologi⁵  Maria Efstratopoulou⁵  Georgios Kougioumtzis⁶ 

[1] Bright Start Foundation for Maternal and Child Health, Geneva, Switzerland;

[2] Department of Early Childhood Education and Care, Oslo Metropolitan University, Oslo, Norway;

[3] Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece;

[4] Department of Psychology, School of Humanities and Social Sciences, University of Western Macedonia, Ioannina, Greece;

[5] Department of Special Education, College of Education, United Arab Emirates University, Al Ain, United Arab Emirates;

[6] Department of Turkish Studies and Modern Asian Studies, School of Economics and Political Sciences, National and Kapodistrian University of Athens, Athens, Greece;

关键词: text comprehension;    working memory;    music training;    elementary school children;    music;   

DOI  :  10.3389/feduc.2022.875511

来源: DOAJ

【 摘 要 】

The current study investigated the impact of instrumental music training on reading comprehension, working memory, and executive function in elementary school children in Greece. A series of studies suggested the possibility of a cognitive advantage from instrumental music training. For the purpose of the present study 80, elementary school children were evaluated. The experimental group consisted of 40 students in 5th grade with at least 5 years of music training and the control group consisted of 40 children who did not have any music training. The two groups were examined in working memory measurements of the Wechsler Intelligence Scale for children (WISC-III; Digit and Forward Digit Recall), in Stoop Test, which is an executive function evaluation and reading comprehension test. The reading ability of both group participants was evaluated with the standardized test in the Greek population Test-A. Children with instrumental music training registered higher performances in reading comprehension tests and all cognitive measurements reflecting a possible cognitive advantage compared to participants without music training. The present results attempt to shed light on the possible link between instrumental music training on cognitive abilities and reading comprehension.

【 授权许可】

Unknown