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The Effect of Music Instruction on Phonemic Awareness in Beginning Readers

Joyce Eastlund Gromko is a professor of music education in the College of Musical Arts, Bowling Green State University, Bowling Green, OH 43403; e-mail: jgromko{at}bgnet.bgsu.edu.

The purpose of this study was to determine whether music instruction was related to significant gains in the development of young children's phonemic awareness, particularly in their phoneme-segmentation fluency. Beginning in January 2004 and continuing through the end of April 2004, each of four intact classrooms of kindergarten children (n= 43) from one elementary school were taught music by one of four advanced music-methods students from a nearby university. Kindergarten children (n= 60) at a second elementary school served as the control group. An analysis of the data revealed that kindergarten children who received 4 months of music instruction showed significantly greater gains in development of their phoneme segmentation fluency when compared to children who did not receive music instruction, t=–3.52, df= 101, p= .001. The results support a near-transfer hypothesis that active music-making and the association of sound with developmentally appropriate symbols may develop cognitive processes similar to those needed for segmentation of a spoken word into its phonemes.

December 14, 2004

August 1, 2005

Journal of Research in Music Education, Vol. 53, No. 3, 199-209 (2005)
DOI: 10.1177/002242940505300302


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