Difference between revisions of "Increase Parent Support for Pre-Literacy Skill Development"
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Brief Description | Brief Description | ||
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= Background = | = Background = | ||
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Developing Sound Processing and Phonological Perception | Developing Sound Processing and Phonological Perception | ||
Neuroscientific research has found that early music-making is highly correlated with reading achievement. Babies whose parents sing to them have more precise neural encoding of speech and better sound processing leading to early language development and enhanced communication. Babies who are rocked and bounced to the beat of songs and rhymes develop the ability to physically keep a steady beat (synchronization) and later will be better readers. Conversely, children who cannot keep a steady beat very often struggle with reading. | Neuroscientific research has found that early music-making is highly correlated with reading achievement. Babies whose parents sing to them have more precise neural encoding of speech and better sound processing leading to early language development and enhanced communication. Babies who are rocked and bounced to the beat of songs and rhymes develop the ability to physically keep a steady beat (synchronization) and later will be better readers. Conversely, children who cannot keep a steady beat very often struggle with reading. | ||
| − | + | For a concise description of sound processing development, visit the Brainvolts website: <div class="arrcc">[https://brainvolts.northwestern.edu/reading/ https://brainvolts.northwestern.edu/reading/]</div> <div class="arrcc"> </div> For a meta-analysis of research studies about music training and auditory processing skills: <div class="arrcc">[https://www.scielo.br/pdf/acr/v24/en_2317-6431-acr-24-e2116.pdf https://www.scielo.br/pdf/acr/v24/en_2317-6431-acr-24-e2116.pdf]</div> <div class="arrcc"> </div> | |
| − | For a concise description of sound processing development, visit the Brainvolts website: <div class="arrcc"> https://brainvolts.northwestern.edu/reading/ </div> | ||
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| − | For a meta-analysis of research studies about music training and auditory processing skills: <div class="arrcc"> https://www.scielo.br/pdf/acr/v24/en_2317-6431-acr-24-e2116.pdf </div> | ||
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Preschool-aged children need to sing songs, physically keep the beat, and clap rhythms of the words to enable sound processing and phonological perception. Both rhythm perception and letter-sound knowledge happen through phonological perception. Children with better pitch awareness have better letter-sound awareness. Later, when children learn phonics, and match letters with the sounds they represent in words, their brains actually grow new neural pathways between visual and phonological areas. Continued singing and rhythmic movement foster this growth while simultaneously motivating children to practice. | Preschool-aged children need to sing songs, physically keep the beat, and clap rhythms of the words to enable sound processing and phonological perception. Both rhythm perception and letter-sound knowledge happen through phonological perception. Children with better pitch awareness have better letter-sound awareness. Later, when children learn phonics, and match letters with the sounds they represent in words, their brains actually grow new neural pathways between visual and phonological areas. Continued singing and rhythmic movement foster this growth while simultaneously motivating children to practice. | ||
| − | + | See video about how children’s brains learn to read (Neuroscientist Stanislas Dehaene): <div class="arrcc">[https://youtu.be/wlYZBi_07vk https://youtu.be/wlYZBi_07vk]</div> | |
| − | See video about how children’s brains learn to read (Neuroscientist Stanislas Dehaene): <div class="arrcc"> https://youtu.be/wlYZBi_07vk </div> | ||
</div> | </div> | ||
Revision as of 03:28, 16 February 2021
Return to ZOOM MAP--Enhance Early Brain Development in Infants & Toddlers Top Level Strategy Map
Brief Description
Contents
Background
Developing Sound Processing and Phonological Perception
Neuroscientific research has found that early music-making is highly correlated with reading achievement. Babies whose parents sing to them have more precise neural encoding of speech and better sound processing leading to early language development and enhanced communication. Babies who are rocked and bounced to the beat of songs and rhymes develop the ability to physically keep a steady beat (synchronization) and later will be better readers. Conversely, children who cannot keep a steady beat very often struggle with reading.
For a concise description of sound processing development, visit the Brainvolts website:Preschool-aged children need to sing songs, physically keep the beat, and clap rhythms of the words to enable sound processing and phonological perception. Both rhythm perception and letter-sound knowledge happen through phonological perception. Children with better pitch awareness have better letter-sound awareness. Later, when children learn phonics, and match letters with the sounds they represent in words, their brains actually grow new neural pathways between visual and phonological areas. Continued singing and rhythmic movement foster this growth while simultaneously motivating children to practice.
See video about how children’s brains learn to read (Neuroscientist Stanislas Dehaene):</div>
Tools and Resources
Solutions and Tools focused on this objective.
Promising Practices and Case Studies
Examples from communities that have implemented tools focused on this objective
Scorecard Building
Possible Objective Details
Possible Measures
Actions to Take
Actions for Coalitions
Actions for Individuals
