Influence of tonal stimuli discrimination in the phonologic awareness of preschool children. Pilot study
Abstract
Problems in acquisition of reading skills are strongly related to the development of phonologic processing and particularly to phonologic awareness. Phonologic processing is involved with the processing of verbal and non-verbal tonal and timing properties of auditory stimuli. This paper examined the effects that training in tonal property discrimination of musical stimuli had in the phonological awareness of 28 children in third grade of preschool. A Phonological Awareness Set and the Primary Measures of Music Audition test were administered before and after the training. After the first and second tools were used, participants were randomly assigned to two groups: control and experimental. Results revealed that the group that received training had significantly better scores in two tasks of phonologic awareness: initial syllable identification and rhyme identification, which suggests that the effects of tonal training are not conclusive with regards to both tonal discrimination of musical stimuli and phonological awareness. Upon relating these results with the reports of other research projects, the inclusion of other activities in training is yet to be decided.
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References
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