hig.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The effect of music education approaches on phonological awareness and early literacy: A systematic review
University of Pretoria, South Africa.
University of Pretoria, South Africa.
University of Pretoria, South Africa.
University of Pretoria, South Africa.
Show others and affiliations
2021 (English)In: Australian Journal of Language & Literacy, ISSN 1038-1562, Vol. 44, no 1, p. 46-60Article in journal (Refereed) Published
Abstract [en]

Music education has been demonstrated to positively influence the development of early literacy with the type of intervention identified as a moderating factor. However, research comparing the effects of different music education approaches on phonological awareness and early literacy is limited. This systematic review aimed to compare the effect of the predominant music education approaches, namely Orff, Kodály, Suzuki and Dalcroze, on phonological awareness and early literacy. The PRISMA-P protocol was followed, and the study was registered with PROSPERO (CRD42018094131). Five electronic databases were searched. Eligibility criteria included peer reviewed English-language journal publications of quasi-experimental or experimental research studies with typically developing populations aged five to eight years old. Musical intervention had to be based on the principles of the Orff, Kodály, Suzuki or Dalcroze music education approaches or a combination thereof. Narrative synthesis was used in data analysis. From 329 records identified, five articles, from 1975 to 2013, qualified for final inclusion. The sample was heterogeneous regarding population characteristics, music education frequency and duration and abilities assessed. The outcomes from the included studies showed that music education improved aspects of phonological awareness and early literacy. However, standardization of methodological aspects would be required for definite comparisons between the music education approaches to be made. Although direct effects of the music education approaches could not be described, the review outlined factors, such as methodological diversity, that influence the investigation of skill transfer from music education to literacy abilities. The lack of and need for research from lower-middle income countries investigating music education as an intervention approach for phonological awareness and early literacy was identified.

Place, publisher, year, edition, pages
Australian Literacy Educators' Association , 2021. Vol. 44, no 1, p. 46-60
Keywords [en]
LANGUAGE; CHILDREN; SKILLS; INTERVENTION; PRESCHOOLERS; INSTRUCTION; CURRICULUM; EFFICACY; OUTCOMES; SPEECH
National Category
Psychology Educational Sciences
Identifiers
URN: urn:nbn:se:hig:diva-35475ISI: 000631078000005Scopus ID: 2-s2.0-85125657197OAI: oai:DiVA.org:hig-35475DiVA, id: diva2:1539491
Available from: 2021-03-24 Created: 2021-03-24 Last updated: 2022-09-22Bibliographically approved

Open Access in DiVA

No full text in DiVA

Scopus

Authority records

MacCutcheon, DouglasLjung, Robert

Search in DiVA

By author/editor
MacCutcheon, DouglasLjung, Robert
By organisation
Environmental Science
PsychologyEducational Sciences

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 228 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf