Leah's+Resources


 * Resources For Literature Review **

Anvari, S. H., Trainor, L. J., Woodside, J., & Levy, B. (2002). Relations among Musical Skills, Phonological Processing, and Early Reading Ability in Preschool Children. // Journal Of Experimental Child Psychology //, //83//(2), 111-30.

Bolduc, J. (2009). Effects of a Music Programme on Kindergartners' Phonological Awareness Skills. //International Journal Of Music Education//, //27//(1), 37-47.

This article showed the effects of two different music programs used in a Bilingual school in Canada. The intervention program which was the Standley and Hughes’s music program in his study, which was originally constructed to teach music to children with special needs that was found to be effective in substantially enhancing phonological awareness skills.

Forgeard, M., Schlaug, G., Norton, A., Rosam, C., Lyengar, U., & Winner, E. (2008). The relation between music and phonological processing in normal-reading children and children with dyslexia. //Music Perception//, //25//(4), 383-390. doi:10.1525/mp.2008.25.4.383

Forgeard, M., Winner, E., Norton, A., & Schlaug, G. (2008). Practicing a Musical Instrument in Childhood is Associated with Enhanced Verbal Ability and Nonverbal Reasoning. //Plos// // ONE //, //3//(10), 1-8. doi:10.1371/journal.pone.0003566

Gan, L., & Chong, S. (1998). The Rhythm of Language: Fostering Oral and Listening Skills in Singapore Pre-School Children through an Integrated Music and Language Arts Program. // Early Child Development And Care //, //144//39-4

This article found evidence of music and musical activities enhancing phonological awareness, vocabulary and verbal skills in English Language Learners from Singapore Kindergarten classroom. The researchers used a mixture of Orff and Kodaly approaches to teach these musical activities which include singing nursery rhymes, chanting songs, playing musical activities and playing musical instruments.

Hanson, M. (2003). Effects of Sequenced Kodaly Literacy-Based Music Instruction on the Spatial Reasoning Skills of Kindergarten Students. //Research And Issues In Music// // Education //, //1//(1),

Harris, D. (2011). Shake, Rattle and Roll--Can Music Be Used by Parents and Practitioners to Support Communication, Language and Literacy within a Pre-School Setting?. // Education 3-13 //, //39//(2), 139-151.

This article was very unique since it explored how music and parent involvement help enhance language and literacy skills. The results showed that parents did successfully help enhance listening and communication skills while students explored musical instrument and completed musical activities. However, when parents were involved in the singing activities, students sang less, which in turn decreased their verbal skills during that musical session.

Hoskins, C. (1988). Use of music to increase verbal response and improve expressive language abilities of preschool language delayed children. //Journal Of Music Therapy//, //25//(2), 73-84

Peynircio&gcaron;lu, Z. F., Durguno&gcaron;lu, A. Y., & Öney-Küsefo&gcaron;lu, B. (2002). Phonological awareness and musical aptitude. //Journal Of Research In Reading//, //25//(1), 68.

Piro, J. M., & Ortiz, C. (2009). The Effect of Piano Lessons on the Vocabulary and Verbal Sequencing Skills of Primary Grade Students. //Psychology Of Music//, //37//(3), 325-347.

Yazejian, N., & Peisner-Feinberg, E. S. (2009). Effects of a Preschool Music and Movement Curriculum on Children's Language Skills. //NHSA Dialog//, //12//(4), 327-341.