Image from Pixabay, reproduced under Creative Commons CC0.
Professor Susan Hallam’s research found that regular beat-based music making sessions can improve the reading skills of 11-12 year-olds.
It explored whether a rhythmic intervention might enhance the reading skills of young people who have reading difficulties (but who don’t have specific learning difficulties). It involved clapping, stamping, and chanting to music while following notation on a chart.
The intervention took place for 10 minutes each week over a 10-week period with 18 groups of 10 children, who had lower than average reading scores. The children were in the first year of one of six secondary schools in the UK (11–12 years old).
The Neale Analysis of Reading Ability test (second edition) was selected to assess reading accuracy, comprehension, and reading rate before and after the intervention with alternative forms of the test being used.
An analysis of the test scores showed statistically significant differences between the control and intervention groups in reading accuracy and comprehension, but not in reading rate.
Professor Hallam concludes that the findings of the research have implications for music education more generally, particularly in early years and primary education. Time allocated for high-quality music education which includes support for children in learning to co-ordinate their movements to a beat is likely to have benefits for all children in terms of their literacy in addition to enabling them to develop their musical skills. There is also increasing evidence that a programme of musical rhythmic activities also benefits the development of some elements of learning in mathematics.
Bigger Better Brains: https://biggerbetterbrains.com/
|MUSIC TYPE:||RHYTHMIC ACTIVITY|
|TYPE OF STUDY:||ACADEMIC RESEARCH|
|NOs INVOLVED:||354 (180 IN INTERVENTION GROUPS; 174 IN CONTROL GROUPS)|
|PERIOD OF STUDY:||10 WEEKS|