The Impact of Music on Language and Early Literacy
These are excerpts from The Impact of Music on Language & Early Literacy
(a compilation of current scientific research put together by the Kindermusic program).
Music Instruction & Reading Scores Linked
Reading comprehension is seen as “the essence of reading” (Durkin, 1993) and the desired
outcome of reading instruction, including the focus of assessment on standardized reading tests starting in third grade. Comprehension is defined as “intentional thinking during which meaning is constructed through interactions between text and reader” (Harris& Hodges,
1995).
A number of research studies have found that children who participate in music
instruction tend to score higher on tests of reading comprehension than children
who do not participate in musical instruction.
A meta-analysis of 25 correlational studies, some involving sample sizes of over
500,000 students,found a “strong and reliable association” between music instruction and scores on tests of reading comprehension (Butzlaff, 2000).
A study of 4,739 elementary and middle school students in four regions of the
United States revealed a strong relationship between elementary (third- or fourth-grade) students’ academic achievement as measured by test scores and their participation in high-quality music programs (Johnson & Memmott, 2006).
While these studies are appealing, one cannot conclude from correlational studies
alone that the music instruction was the cause of the gains in reading scores. To answer that question, we turn to the experimental studies that involved pre-and post-testing of young children receiving classroom music education.
The authors of a classic study (Hurwitz et al, 1975) asked whether music training
improved reading performance in first grade children. The experimental group received musical instruction including listening to folk songs with an emphasis the listening for melodic and rhythmic elements. The control group consisted of children who were matched in age, IQ, and socioeconomic status and who received no special treatment.
After training, the music group exhibited significantly higher reading scores than did
the control group, scoring in the 88th percentile versus the 72nd percentile.
Moreover, continued musical training was beneficial; after an additional year of
musical training, the experimental group’s reading comprehension scores were
still superior to the control group’s scores.
(a compilation of current scientific research put together by the Kindermusic program).
Music Instruction & Reading Scores Linked
Reading comprehension is seen as “the essence of reading” (Durkin, 1993) and the desired
outcome of reading instruction, including the focus of assessment on standardized reading tests starting in third grade. Comprehension is defined as “intentional thinking during which meaning is constructed through interactions between text and reader” (Harris& Hodges,
1995).
A number of research studies have found that children who participate in music
instruction tend to score higher on tests of reading comprehension than children
who do not participate in musical instruction.
A meta-analysis of 25 correlational studies, some involving sample sizes of over
500,000 students,found a “strong and reliable association” between music instruction and scores on tests of reading comprehension (Butzlaff, 2000).
A study of 4,739 elementary and middle school students in four regions of the
United States revealed a strong relationship between elementary (third- or fourth-grade) students’ academic achievement as measured by test scores and their participation in high-quality music programs (Johnson & Memmott, 2006).
While these studies are appealing, one cannot conclude from correlational studies
alone that the music instruction was the cause of the gains in reading scores. To answer that question, we turn to the experimental studies that involved pre-and post-testing of young children receiving classroom music education.
The authors of a classic study (Hurwitz et al, 1975) asked whether music training
improved reading performance in first grade children. The experimental group received musical instruction including listening to folk songs with an emphasis the listening for melodic and rhythmic elements. The control group consisted of children who were matched in age, IQ, and socioeconomic status and who received no special treatment.
After training, the music group exhibited significantly higher reading scores than did
the control group, scoring in the 88th percentile versus the 72nd percentile.
Moreover, continued musical training was beneficial; after an additional year of
musical training, the experimental group’s reading comprehension scores were
still superior to the control group’s scores.
