Janurik Márta, Surján Noémi, Józsa Krisztián
Béla Bartók Faculty of Arts, University of Szeged, 6722 Szeged, Hungary.
Doctoral School of Education, University of Szeged, 6722 Szeged, Hungary.
J Intell. 2022 Aug 3;10(3):50. doi: 10.3390/jintelligence10030050.
A wide range of evidence has demonstrated the impact of music learning on phonological awareness and the development of reading. Music reading, its relationship with linguistic abilities and reading skills are all highly researched areas. However, limited information is available regarding the relationship between early text reading and early music reading. This study examined the relationship between word reading and music reading, musical aptitude and phonological awareness. The sample consisted of 119 Hungarian grade 1 elementary school students, who were at the beginning of both their text-reading and music-reading studies. They had commenced their studies just nine months before the point of assessment. Phonological awareness, musical aptitude and music reading were the independent variables in the linear-regression model, whilst word reading was the dependent variable. Together, the independent variables explained 50% of the level of development of word reading. The findings suggest a link between early word reading and early music reading. Moreover, further research as well as transfer research may benefit from looking at the possible effects of acquiring and practicing symbol reading, a process most frequently accompanying music learning, on the development of text reading.
大量证据表明了音乐学习对语音意识和阅读发展的影响。音乐阅读、它与语言能力及阅读技巧的关系都是研究颇多的领域。然而，关于早期文本阅读与早期音乐阅读之间的关系，现有信息有限。本研究考察了单词阅读与音乐阅读、音乐才能与语音意识之间的关系。样本由119名匈牙利一年级小学生组成，他们刚刚开始文本阅读和音乐阅读学习。他们在评估前仅九个月开始学习。语音意识、音乐才能和音乐阅读是线性回归模型中的自变量，而单词阅读是因变量。这些自变量共同解释了单词阅读发展水平的50%。研究结果表明早期单词阅读与早期音乐阅读之间存在联系。此外，进一步的研究以及迁移研究可能会受益于考察获取和练习符号阅读（这一最常伴随音乐学习的过程）对文本阅读发展的可能影响。
