The effects of training in rhythm and pitch on phonological awareness in four- to six-year-old children

Abstract

Music training is frequently used for enhancing phonological awareness. The disentanglement of the influences of basic music essentials on phonological awareness could contribute to the measurement of their effectiveness. Therefore, this study investigated the separate effects of training in rhythm and pitch on phonological awareness. Preschoolers aged between four and six years (M = 5.5 years; SD = 0.7 years; 25 boys, 15 girls) were randomly assigned to a music training condition and a non-music training condition. Children in the music condition either participated in a rhythm program or in a pitch program, whereas children in the non-music control condition attended a sports program. All groups were trained three times a week for 20 minutes per session over a period of 16 weeks. Phonological awareness was tested before and after the training phase. At the pretest, no significant differences were found between the three groups. After the training phase, only the pitch program showed a positive effect on phonological awareness concerning rhyming, blending, and segmenting. Thus, these findings can be used to rearrange music training programs to contain more pitch elements in order to increase their effectiveness in enhancing phonological awareness.