Digital rhythm training improves reading fluency in children

IF 3.1 1区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Developmental Science Pub Date : 2024-01-09 DOI:10.1111/desc.13473

Theodore P. Zanto, Anastasia Giannakopoulou, Courtney L. Gallen, Avery E. Ostrand, Jessica W. Younger, Roger Anguera-Singla, Joaquin A. Anguera, Adam Gazzaley

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引用次数: 0

Abstract

Musical instrument training has been linked to improved academic and cognitive abilities in children, but it remains unclear why this occurs. Moreover, access to instrument training is not always feasible, thereby leaving less fortunate children without opportunity to benefit from such training. Although music-based video games may be more accessible to a broader population, research is lacking regarding their benefits on academic and cognitive performance. To address this gap, we assessed a custom-designed, digital rhythm training game as a proxy for instrument training to evaluate its ability to engender benefits in math and reading abilities. Furthermore, we tested for changes in core cognitive functions related to math and reading to inform how rhythm training may facilitate improved academic abilities. Classrooms of 8–9 year old children were randomized to receive either 6 weeks of rhythm training (N = 32) or classroom instruction as usual (control; N = 21). Compared to the control group, results showed that rhythm training improved reading, but not math, fluency. Assessments of cognition showed that rhythm training also led to improved rhythmic timing and language-based executive function (Stroop task), but not sustained attention, inhibitory control, or working memory. Interestingly, only the improvements in rhythmic timing correlated with improvements in reading ability. Together, these results provide novel evidence that a digital platform may serve as a proxy for musical instrument training to facilitate reading fluency in children, and that such reading improvements are related to enhanced rhythmic timing ability and not other cognitive functions associated with reading performance.

Research Highlights

Digital rhythm training in the classroom can improve reading fluency in 8–9 year old children
Improvements in reading fluency were positively correlated with enhanced rhythmic timing ability
Alterations in reading fluency were not predicted by changes in other executive functions that support reading
A digital platform may be a convenient and cost-effective means to provide musical rhythm training, which in turn, can facilitate academic skills

Abstract Image

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数字节奏训练可提高儿童的阅读流畅性。

乐器培训与儿童学业和认知能力的提高有关，但目前仍不清楚出现这种情况的原因。此外，接受乐器培训并不总是可行的，因此，较不幸的儿童没有机会从这种培训中受益。虽然音乐类电子游戏可能更容易被更多人接受，但有关其对学业和认知表现的益处的研究还很缺乏。为了填补这一空白，我们评估了一款定制设计的数字节奏训练游戏，将其作为乐器训练的替代品，以评估其对数学和阅读能力的益处。此外，我们还测试了与数学和阅读相关的核心认知功能的变化，以了解节奏训练如何促进学习能力的提高。8-9岁儿童被随机分配到接受为期6周的节奏训练（32人）或照常接受课堂教学（21人）。结果显示，与对照组相比，节奏训练提高了阅读流利度，但数学流利度没有提高。对认知能力的评估显示，节奏训练也提高了节奏计时能力和语言执行功能（Stroop 任务），但没有提高持续注意力、抑制控制能力或工作记忆能力。有趣的是，只有节奏计时能力的提高与阅读能力的提高相关。总之，这些结果提供了新的证据，证明数字平台可以作为乐器训练的替代品，促进儿童阅读的流畅性，而且这种阅读能力的提高与节奏计时能力的增强有关，而与阅读表现相关的其他认知功能无关。研究亮点在课堂上进行数字节奏训练可提高 8-9 岁儿童的阅读流利度阅读流利度的提高与节奏计时能力的增强呈正相关。

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来源期刊

Developmental Science Multiple-

CiteScore

8.10

自引率

8.10%

发文量

132

期刊介绍： Developmental Science publishes cutting-edge theory and up-to-the-minute research on scientific developmental psychology from leading thinkers in the field. It is currently the only journal that specifically focuses on human developmental cognitive neuroscience. Coverage includes: - Clinical, computational and comparative approaches to development - Key advances in cognitive and social development - Developmental cognitive neuroscience - Functional neuroimaging of the developing brain