A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Rhythm and Reading : Connecting the Training of Musical Rhythm to the Development of Literacy Skills (2024)


Ahokas, J. R., Saarikallio, S., Welch, G., Parviainen, T., & Louhivuori, J. (2024). Rhythm and Reading : Connecting the Training of Musical Rhythm to the Development of Literacy Skills. Early Childhood Education Journal, Early online. https://doi.org/10.1007/s10643-024-01654-4


JYU-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Ahokas, J. Riikka; Saarikallio, Suvi; Welch, Graham; Parviainen, Tiina; Louhivuori, Jukka

Lehti tai sarja: Early Childhood Education Journal

ISSN: 1082-3301

eISSN: 1573-1707

Julkaisuvuosi: 2024

Ilmestymispäivä: 21.03.2024

Volyymi: Early online

Kustantaja: Springer

Julkaisumaa: Alankomaat

Julkaisun kieli: englanti

DOI: https://doi.org/10.1007/s10643-024-01654-4

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/94261


Tiivistelmä

This study investigated whether enhanced rhythm training improves literacy development and working memory performance in pupils in the first and second year of school. According to recent literature, we hypothesized that rhythm-focused training could be effective for children with reading difficulties. Pupils aged 6 to 8 years participated in the study, implemented as part of regular school music lessons. Children were divided into an experimental group that received enhanced rhythm training and a control group that received an equivalent amount of music instruction but without enhanced rhythm training. The intervention was delivered once a week for three months (13 lessons in total). The test battery included pre- and post-measures (0 and 3 months, respectively) with literacy and working memory assessment, and follow-ups (8 and 20 months) with literacy assessment. There was no statistically significant difference between the groups in literacy skills after training. However, there was a moderate improvement in working memory performance for the experimental, but not the comparison group. In a post hoc analysis, we found an effect in a subgroup of lower starting-level readers, as the increase in literacy development of these students was statistically significant in the experimental, but not in the comparison group.


YSO-asiasanat: lukeminen; lukutaito; musiikki; rytmi

Vapaat asiasanat: musical rhythm; music and movement; literacy skills; reading impairment; close-to-practice design


Liittyvät organisaatiot


Hankkeet, joissa julkaisu on tehty


OKM-raportointi: Kyllä

VIRTA-lähetysvuosi: 2024

Alustava JUFO-taso: 1


Viimeisin päivitys 2024-03-07 klo 20:06