Shiah-Lian Chen, Chien-Chi Liu
Development and evaluation of a physical examination and health assessment course
Nurse education today
present longitudinal study investigated hypothesis early musical skills measured melodic rhythmic perception memory predict later literacy development via mediating effect phonology examined 130 frenchspeaking children 31 familial risk developmental dyslexia dd abilities three domains assessed longitudinally comprehensive battery behavioral tests kindergarten first grade second grade using structural equation modeling approach examined potential longitudinal effects music literacy via phonology investigated familial risk dd may influence relationships testing whether atypical music processing risk factor dd results showed children familial risk dd consistently underperformed children without familial risk music phonology literacy small effect musical ability literacy via phonology observed may induced differences stability across domains time furthermore early musical skills add significant predictive power later literacy difficulties beyond phonological skills family risk status findings consistent idea certain key auditory skills shared music speech processing dd congenital amusia however support notion music perception memory skills serve reliable early marker dd valuable target reading remediation research highlights music phonology literacy skills 130 children 31 familial risk dyslexia examined longitudinally children familial risk dyslexia consistently underperformed children without familial risk musical phonological literacy skills structural equation models showed small effect musical ability kindergarten literacy second grade via phonology first grade however early musical skills add significant predictive power later literacy difficulties beyond phonological skills family risk status