RT Journal Article
T1 Musical plus phonological input for young foreign language readers
A1 Fonseca Mora, María Carmen
A1 Jara Jiménez, Pilar
A1 Gómez Domínguez, María
AB Based on previous studies showing that phonological awareness is related to reading abilities and that music training improves phonological processing, the aim of the present study was to test for the efficiency of a new method for teaching to read in a foreign language. Specifically, we tested the efficacy of a phonological training program, with and without musical support that aimed at improving early reading skills in 7–8-year-old Spanish children (n = 63) learning English as a foreign language. Of interest was also to explore the impact of this training program on working memory and decoding skills. To achieve these goals we tested three groups of children before and after training: a control group, an experimental group with phonological non-musical intervention (active control), and an experimental group with musical intervention. Results clearly point to the beneficial effects of the phonological teaching approach but the further impact of the music support was not demonstrated. Moreover, while children in the music group showed low musical aptitudes before training, they nevertheless performed better than the control group. Therefore, the phonological training program with and without music support seem to have significant effects on early reading skills. [This Document is Protected by copyright and was first published by Frontiers. All rights reserved. it is reproduced with permission.]
PB Frontiers
SN 1664-1078
SN 1664-1078 (electrónico)
YR 2015
FD 2015
LK http://hdl.handle.net/10272/10242
UL http://hdl.handle.net/10272/10242
LA eng
NO Fonseca Mora, M.C., Jara Jiménez, P., Gómez Domínguez, M.: "Musical plus phonological input for young foreign language readers". Frontiers in Psychology. Vol. 6, article 286, (2015). ISSN 1664-1078
NO We would like to thank Dr. Besson, Dr. Arnold and Dr. Herrero for their suggestions. This research was funded by the Spanish Ministry of Science and Innovation [number FFI2010-15738 (subprogram FILO), Music perception and reading skills in foreign language learning project].
DS Repositorio Institucional de la Universidad de Huelva
RD 1 jun 2026