| 000 | 01826cam a2200253 4500500 | ||
|---|---|---|---|
| 005 | 20250122191745.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aBelmon, Johanne _eauthor |
| 700 | 1 | 0 |
_a Noyer-Martin, Magali _eauthor |
| 700 | 1 | 0 |
_a Jhean-Larose, Sandra _eauthor |
| 245 | 0 | 0 | _aEffects of phonemic and musical skills training on phonemic awareness in five-year-old children |
| 260 | _c2021. | ||
| 500 | _a10 | ||
| 520 | _aPhonemic 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 | _aphonemic training | ||
| 690 | _amusical training | ||
| 690 | _aphonological awareness | ||
| 690 | _amusical training | ||
| 690 | _aphonological awareness | ||
| 690 | _aphonemical training | ||
| 786 | 0 | _nEnfance | o 4 | 4 | 2021-11-03 | p. 363-390 | 0013-7545 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-enfance-2021-4-page-363?lang=en&redirect-ssocas=7080 |
| 999 |
_c714237 _d714237 |
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