Effects of phonemic and musical skills training on phonemic awareness in five-year-old children (notice n° 714237)
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| fixed length control field | 01826cam a2200253 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250122191745.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Belmon, Johanne |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Effects of phonemic and musical skills training on phonemic awareness in five-year-old children |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2021.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 10 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Phonemic awareness is a strong predictor of later reading skills. The aim of this article is to examine the effects of musical and phonemic awareness training on the phonemic skills of five-year-old children. More precisely, the purpose is to assess the effect of widespread dyslexia rehabilitation practices on typical children: namely, the use of musical training as a phonemic learning tool. 54 five-year-olds were assigned into two groups (phonemic-musical training vs. phonemic training). Children were trained twice a week, in 25-minute sessions, for a total of 7 weeks. The main results show that phonemic-musical training has a positive effect on children’s phonemic awareness compared to regular phonemic training. The phonemic-musical training group had better developed phonemic skills compared to the phonemic training group, in terms of cognitive processing involved in the task (epi vs. metaphonemic), phonemic positions in the word (initial vs. final), and the difficulty level of items. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | phonemic training |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | musical training |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | phonological awareness |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | musical training |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | phonological awareness |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | phonemical training |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Noyer-Martin, Magali |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Jhean-Larose, Sandra |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Enfance | o 4 | 4 | 2021-11-03 | p. 363-390 | 0013-7545 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-enfance-2021-4-page-363?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-enfance-2021-4-page-363?lang=en&redirect-ssocas=7080</a> |
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