***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: The main aim of the present experiment was to determine whether extensive musical training facilitates pitch contour processing not only in music but also in language . We used a parametric manipulation of final notes ' or words ' fundamental frequency ( F0 ) , and we recorded behavioral and electrophysiological data to examine the precise time course of pitch processing . We compared professional musicians and nonmusicians . Results revealed that within both domains , musicians detected weak F0 manipulations better than nonmusicians . Moreover , F0 manipulations within both music and language elicited similar variations in brain electrical potentials , with overall shorter onset latency for musicians than for nonmusicians . Finally , the scalp distribution of an early negativity in the linguistic task varied with musical expertise , being largest over temporal sites bilaterally for musicians and largest central ly and over left temporal sites for nonmusicians . These results are taken as evidence that extensive musical training influences the perception of pitch contour in spoken language The idea that music makes you smarter has received considerable attention from scholars and the media . The present report is the first to test this hypothesis directly with r and om assignment of a large sample of children ( N = 144 ) to  two different types of music lessons ( keyboard or voice ) or to control groups that received drama lessons or no lessons . IQ was measured before and after the lessons . Compared with children in the control groups , children in the music groups exhibited greater increases in full-scale IQ . The effect was relatively small , but it generalized across IQ subtests , index scores , and a st and ardized measure of academic achievement . Unexpectedly , children in the drama group exhibited substantial pre- to post-test improvements in adaptive social behavior that were not evident in the music groups We conducted a longitudinal study with 32 nonmusician children over 9 months to determine 1 ) whether functional differences between musician and nonmusician children reflect specific predispositions for music or result from musical training and 2 ) whether musical training improves nonmusical brain functions such as reading and linguistic pitch processing . Event-related brain potentials were recorded while 8-year-old children performed tasks design ed to test the hypothesis that musical training improves pitch processing not only in music but also in speech . Following the first testing sessions nonmusician children were pseudor and omly assigned to music or to painting training for 6 months and were tested again after training using the same tests . After musical ( but not painting ) training , children showed enhanced reading and pitch discrimination abilities in speech . Remarkably , 6 months of musical training thus suffices to significantly improve behavior and to influence the development of neural processes as reflected in specific pattern of brain waves . These results reveal positive transfer from music to speech and highlight the influence of musical training . Finally , they demonstrate brain plasticity in showing that relatively short periods of training have strong consequences on the functional organization of the children 's  brain The purpose of the present study was to determine the efficacy of using music as a remedial strategy to enhance the reading skills of second- grade students and students who have been identified as having a specific learning disability ( SLD ) in reading . First , an intensive short-term music curriculum was design ed to target reading comprehension and vocabulary skills at the second grade level . The curriculum was then implemented in classrooms at two public schools in the Southeast .  Reading skills were evaluated pre and post curriculum intervention via the vocabulary and reading comprehension subtests of the Gates-MacGinitie Reading Test for second grade . Analysis of pre/posttest data revealed that students with a specific disability in reading improved significantly from pre to post on all three subtests : word decoding ( p = .04 ) , word knowledge ( p = .01 ) , reading comprehension ( p = .01 ) , and test total ( p = .01 ) . Paired t-tests revealed that for 2nd grade students , both treatment and control classes improved significantly from pre to post on the subtests word decoding , word knowledge , and test total . While both classes made gains from pre to post on the subtest , reading comprehension , neither improved significantly . Analysis of Covariance revealed that the treatment class made greater gains pre to post than the control class on all 3 subtests ( Including reading comprehension ) , and significantly greater gains on the subtest , word knowledge ( p = .01 ) 
    Output:
    
There is no evidence available from r and omized controlled trials on which to base a judgment about the effectiveness of music education for the improvement of reading skills in children and adolescents with dyslexia .