Effect of music instruction on phonological awareness and early literacy skills of five- to seven-year-old children

dc.contributor.authorEccles, Renata
dc.contributor.authorVan der Linde, Jeannie
dc.contributor.authorLe Roux, Maria (Mia)
dc.contributor.authorHolloway, Jenny
dc.contributor.authorMacCutcheon, Douglas
dc.contributor.authorLjung, Robert
dc.contributor.authorSwanepoel, De Wet
dc.contributor.emailrenata.mosca@up.ac.zaen_ZA
dc.date.accessioned2020-11-20T07:34:09Z
dc.date.issued2021
dc.description.abstractMultiple studies and systematic reviews have shown that music instruction improves phonological awareness (PA) and early literacy skills in children, although findings vary. In meta-analyses, the reliability and significance of the transfer effect are reduced. The study evaluated the effect of varying durations of music instruction exposure, over a single academic year, on PA and early literacy of young children. Based on the exposure to music instruction, participants were assigned to either a low- or high-exposure group. Additional analyses were conducted for 17 age-matched pairs and to compare participants that only received class music to those that received additional music instruction. Between-groups comparisons showed no significant difference after a single academic year of music instruction. Within-groups comparisons identified more PA improvements in the high-exposure group. Exposure to music instruction for no less than one academic year, is required to conclusively evaluate the effect on PA and early literacy.en_ZA
dc.description.departmentSpeech-Language Pathology and Audiologyen_ZA
dc.description.embargo2021-02-11
dc.description.librarianhj2020en_ZA
dc.description.sponsorshipNational Research Foundation and Swedish Foundation for International Cooperation in Research and Higher Education.en_ZA
dc.description.urihttp://www.tandfonline.com/loi/gecd20en_ZA
dc.identifier.citationRenata Eccles, Jeannie van der Linde, Mia le Roux, Jenny Holloway, Douglas MacCutcheon, Robert Ljung & De Wet Swanepoel (2021) Effect of music instruction on phonological awareness and early literacy skills of five- to seven-year-old children, Early Child Development and Care, 191:12, 1896-1910, DOI: 10.1080/03004430.2020.1803852.en_ZA
dc.identifier.issn0300-4430 (print)
dc.identifier.issn1476-8275 (online)
dc.identifier.other10.1080/03004430.2020.1803852
dc.identifier.urihttp://hdl.handle.net/2263/77118
dc.language.isoenen_ZA
dc.publisherRoutledgeen_ZA
dc.rights© 2020 Informa UK Limited, trading as Taylor & Francis Group. This is an electronic version of an article published in Early Child Development and Care, vol. 191, no. 12, pp. 1896-1910, 2021. doi : 10.1080/03004430.2020.1803852. Early Child Development and Care is available online at : http://www.tandfonline.comloi/gecd20.en_ZA
dc.subjectPhonological awarenessen_ZA
dc.subjectEarly literacyen_ZA
dc.subjectMusic instructionen_ZA
dc.subjectYoung childrenen_ZA
dc.titleEffect of music instruction on phonological awareness and early literacy skills of five- to seven-year-old childrenen_ZA
dc.typePostprint Articleen_ZA

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