東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Relationships between phonological a...

Moritz, Catherine E.

Linked to FindBook

Google Book

Amazon

博客來

Relationships between phonological awareness and musical rhythm subskills in kindergarten children and comparison of subskills in two schools with different amounts of music instruction.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Relationships between phonological awareness and musical rhythm subskills in kindergarten children and comparison of subskills in two schools with different amounts of music instruction./
Author:	Moritz, Catherine E.
Description:	113 p.
Notes:	Adviser: Maryanne Wolf.
Contained By:	Masters Abstracts International45-05.
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1442529

Relationships between phonological awareness and musical rhythm subskills in kindergarten children and comparison of subskills in two schools with different amounts of music instruction.
Moritz, Catherine E.

Relationships between phonological awareness and musical rhythm subskills in kindergarten children and comparison of subskills in two schools with different amounts of music instruction. - 113 p.

Adviser: Maryanne Wolf.

Thesis (M.A.)--Tufts University, 2007.

Fluent reading is a critical skill and is based on children's acquisition of several essential subskills, including phonological awareness. Musical activity has been used experimentally as a means of bolstering reading skills, including those of children with dyslexia, with preliminary indications that reading and music are related. Yet little is known about the exact relationships, and current music curricula are largely unguided by empirically-based understanding of the specific links between these two domains.Subjects--Topical Terms:

1017808
Education, Music.

Relationships between phonological awareness and musical rhythm subskills in kindergarten children and comparison of subskills in two schools with different amounts of music instruction.
LDR:03453nam 2200313 a 45 001 943330
005 20110520
008 110520s2007 ||||||||||||||||| ||eng d
035 $a (UMI)AAI1442529
035 $a AAI1442529
040 $a UMI $c UMI
100 1 $a Moritz, Catherine E. $3 1267371
245 1 0 $a Relationships between phonological awareness and musical rhythm subskills in kindergarten children and comparison of subskills in two schools with different amounts of music instruction.
300 $a 113 p.
500 $a Adviser: Maryanne Wolf.
500 $a Source: Masters Abstracts International, Volume: 45-05, page: 2169.
502 $a Thesis (M.A.)--Tufts University, 2007.
520 $a Fluent reading is a critical skill and is based on children's acquisition of several essential subskills, including phonological awareness. Musical activity has been used experimentally as a means of bolstering reading skills, including those of children with dyslexia, with preliminary indications that reading and music are related. Yet little is known about the exact relationships, and current music curricula are largely unguided by empirically-based understanding of the specific links between these two domains.
520 $a This study included basic research into musical rhythm and phonological awareness subskills in kindergartners, and found that phonological segmentation subskills at the word, syllable, and phoneme level, and rhyming ability were significantly related to rhythm pattern production and/or perception abilities. The relationship to tempo pattern production was inconclusive: a positive relationship between phonological segmentation and tempo production was found at the word level but was contradicted by inverse results at the syllable level and in rhyming production.
520 $a In a longitudinal design, the study compared phonological awareness subskills of kindergartners in two schools: one with daily music lessons and the other with weekly lessons. The phonological awareness subskills of the groups were equal at the beginning of the year, but, at the end of the year, the children who received intensive musical training showed disproportionate improvement in rhyming skills and greater ability to perform phoneme segmentation tasks, in comparison to those who had received less musical training. The children in the musical training intensive group also showed disproportionate improvement in their rhythm pattern production subskills. Rhythm and Phonological Awareness.
520 $a The study's results suggest that musical training is related to improvements in children's phonological awareness subskills in rhyming and phoneme segmentation. Research has shown that phonological awareness enhances reading acquisition. Therefore, the pathway by which musical training in young children could affect reading acquisition may lie through enhancement of phonological awareness. Further research is needed to separate the contribution of musical rhythm activities from special exposure to language through singing songs with rhyming lyrics. Both of these aspects of musical training could improve the children's performance in phonological processing tasks.
590 $a School code: 0234.
650 4 $a Education, Music. $3 1017808
650 4 $a Education, Reading. $3 1017790
650 4 $a Music. $3 516178
690 $a 0413
690 $a 0522
690 $a 0535
710 2 $a Tufts University. $3 1017847
773 0 $t Masters Abstracts International $g 45-05.
790 $a 0234
790 1 0 $a Wolf, Maryanne, $e advisor
791 $a M.A.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1442529