Reyna L. Gordon|Hilda M. Fehd|Bruce D. McCandliss
Does Music Training Enhance Literacy Skills? A Meta-Analysis
Vanderbilt University Medical Center|Integrated Software (United States)|Vanderbilt University|Stanford University
childrens engagement music practice associated enhancements literacyrelated language skills demonstrated multiple reports correlation across two domains training studies tested whether engaging music training directly transfers benefit childrens literacy skill development results studies however mixed interpretation mixed results made complex fact wide range literacyrelated outcome measures used across studies address challenges via metaanalytic approach comprehensive literature review peerreviewed music training studies focused rigorous criteria needed test direct transfer hypothesis including inclusion music training versus control groups b inclusion pre vs post comparison measures c indication reading instruction held constant across groups twelve studies identified n 901 two classes outcome measures emerged sufficient overlap support metaanalysis phonological awareness reading fluency hours training age type control intervention examined potential moderators results supported hypothesis music training leads gains phonological awareness skills effect isolated contrasting gains music training versus gains control small relative large variance skills d02 interestingly analyses revealed transfer effects rhyming skills tended grow stronger increased hours training contrast significant aggregate transfer effect emerged reading fluency measures despite studies reporting large training effects potential influence study design factors considered including intervention design iq ses results discussed context emerging findings music training may enhance literacy development via changes brain mechanisms support music language cognition