Effectiveness of Music Education for the Improvement of Reading Skills and Academic Achievement in Young Poor Readers: A Pragmatic Cluster-Randomized, Controlled Clinical Trial

Detalhes bibliográficos
Autor(a) principal: Cogo-Moreira, Hugo [UNIFESP]
Data de Publicação: 2013
Outros Autores: Avila, Clara Regina Brandão de [UNIFESP], Ploubidis, George B., Mari, Jair de Jesus [UNIFESP]
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Institucional da UNIFESP
Texto Completo: http://repositorio.unifesp.br/handle/11600/36102
http://dx.doi.org/10.1371/journal.pone.0059984
Resumo: Introduction: Difficulties in word-level reading skills are prevalent in Brazilian schools and may deter children from gaining the knowledge obtained through reading and academic achievement. Music education has emerged as a potential method to improve reading skills because due to a common neurobiological substratum.Objective: To evaluate the effectiveness of music education for the improvement of reading skills and academic achievement among children (eight to 10 years of age) with reading difficulties.Method:235 children with reading difficulties in 10 schools participated in a five-month, randomized clinical trial in cluster (RCT) in an impoverished zone within the city of So Paulo to test the effects of music education intervention while assessing reading skills and academic achievement during the school year. Five schools were chosen randomly to incorporate music classes (n=114), and five served as controls (n=121). Two different methods of analysis were used to evaluate the effectiveness of the intervention: the standard method was intention-to-treat (ITT), and the other was the Complier Average Causal Effect (CACE) estimation method, which took compliance status into account.Results:The ITT analyses were not very promising; only one marginal effect existed for the rate of correct real words read per minute. Indeed, considering ITT, improvements were observed in the secondary outcomes (slope of Portuguese = 0.21 [p<0.001] and slope of math = 0.25 [p<0.001]). As for CACE estimation (i.e., complier children versus non-complier children), more promising effects were observed in terms of the rate of correct words read per minute [beta=13.98, p<0.001] and phonological awareness [beta = 19.72, p<0.001] as well as secondary outcomes (academic achievement in Portuguese [beta = 0.77, p<0.0001] and math [beta=0.49, p<0.001] throughout the school year).Conclusion:The results may be seen as promising, but they are not, in themselves, enough to make music lessons as public policy.
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spelling Cogo-Moreira, Hugo [UNIFESP]Avila, Clara Regina Brandão de [UNIFESP]Ploubidis, George B.Mari, Jair de Jesus [UNIFESP]Universidade Federal de São Paulo (UNIFESP)Univ London2016-01-24T14:31:26Z2016-01-24T14:31:26Z2013-03-27Plos One. San Francisco: Public Library Science, v. 8, n. 3, 8 p., 2013.1932-6203http://repositorio.unifesp.br/handle/11600/36102http://dx.doi.org/10.1371/journal.pone.0059984WOS000317480700076.pdf10.1371/journal.pone.0059984WOS:000317480700076Introduction: Difficulties in word-level reading skills are prevalent in Brazilian schools and may deter children from gaining the knowledge obtained through reading and academic achievement. Music education has emerged as a potential method to improve reading skills because due to a common neurobiological substratum.Objective: To evaluate the effectiveness of music education for the improvement of reading skills and academic achievement among children (eight to 10 years of age) with reading difficulties.Method:235 children with reading difficulties in 10 schools participated in a five-month, randomized clinical trial in cluster (RCT) in an impoverished zone within the city of So Paulo to test the effects of music education intervention while assessing reading skills and academic achievement during the school year. Five schools were chosen randomly to incorporate music classes (n=114), and five served as controls (n=121). Two different methods of analysis were used to evaluate the effectiveness of the intervention: the standard method was intention-to-treat (ITT), and the other was the Complier Average Causal Effect (CACE) estimation method, which took compliance status into account.Results:The ITT analyses were not very promising; only one marginal effect existed for the rate of correct real words read per minute. Indeed, considering ITT, improvements were observed in the secondary outcomes (slope of Portuguese = 0.21 [p<0.001] and slope of math = 0.25 [p<0.001]). As for CACE estimation (i.e., complier children versus non-complier children), more promising effects were observed in terms of the rate of correct words read per minute [beta=13.98, p<0.001] and phonological awareness [beta = 19.72, p<0.001] as well as secondary outcomes (academic achievement in Portuguese [beta = 0.77, p<0.0001] and math [beta=0.49, p<0.001] throughout the school year).Conclusion:The results may be seen as promising, but they are not, in themselves, enough to make music lessons as public policy.Instituto ABCDConselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)ABCD InstituteUniversidade Federal de São Paulo, Dept Psychiat, São Paulo, BrazilUniversidade Federal de São Paulo, Dept Hearing & Speech Pathol, São Paulo, BrazilUniv London, Dept Populat Studies, London Sch Hyg & Trop Med, Fac Epidemiol & Populat Hlth, London, EnglandUniversidade Federal de São Paulo, Dept Psychiat, São Paulo, BrazilUniversidade Federal de São Paulo, Dept Hearing & Speech Pathol, São Paulo, BrazilCNPq: 482321/2010-5Web of Science8engPublic Library SciencePlos OneEffectiveness of Music Education for the Improvement of Reading Skills and Academic Achievement in Young Poor Readers: A Pragmatic Cluster-Randomized, Controlled Clinical Trialinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UNIFESPinstname:Universidade Federal de São Paulo (UNIFESP)instacron:UNIFESPORIGINALWOS000317480700076.pdfapplication/pdf116600${dspace.ui.url}/bitstream/11600/36102/1/WOS000317480700076.pdf378bb1bd204f0f558805ba028876edd1MD51open accessTEXTWOS000317480700076.pdf.txtWOS000317480700076.pdf.txtExtracted texttext/plain47728${dspace.ui.url}/bitstream/11600/36102/2/WOS000317480700076.pdf.txt52e723740fd22403eafe65b61a1e1643MD52open access11600/361022023-01-12 22:03:33.519open accessoai:repositorio.unifesp.br:11600/36102Repositório InstitucionalPUBhttp://www.repositorio.unifesp.br/oai/requestopendoar:34652023-05-25T12:11:30.364679Repositório Institucional da UNIFESP - Universidade Federal de São Paulo (UNIFESP)false
dc.title.en.fl_str_mv Effectiveness of Music Education for the Improvement of Reading Skills and Academic Achievement in Young Poor Readers: A Pragmatic Cluster-Randomized, Controlled Clinical Trial
title Effectiveness of Music Education for the Improvement of Reading Skills and Academic Achievement in Young Poor Readers: A Pragmatic Cluster-Randomized, Controlled Clinical Trial
spellingShingle Effectiveness of Music Education for the Improvement of Reading Skills and Academic Achievement in Young Poor Readers: A Pragmatic Cluster-Randomized, Controlled Clinical Trial
Cogo-Moreira, Hugo [UNIFESP]
title_short Effectiveness of Music Education for the Improvement of Reading Skills and Academic Achievement in Young Poor Readers: A Pragmatic Cluster-Randomized, Controlled Clinical Trial
title_full Effectiveness of Music Education for the Improvement of Reading Skills and Academic Achievement in Young Poor Readers: A Pragmatic Cluster-Randomized, Controlled Clinical Trial
title_fullStr Effectiveness of Music Education for the Improvement of Reading Skills and Academic Achievement in Young Poor Readers: A Pragmatic Cluster-Randomized, Controlled Clinical Trial
title_full_unstemmed Effectiveness of Music Education for the Improvement of Reading Skills and Academic Achievement in Young Poor Readers: A Pragmatic Cluster-Randomized, Controlled Clinical Trial
title_sort Effectiveness of Music Education for the Improvement of Reading Skills and Academic Achievement in Young Poor Readers: A Pragmatic Cluster-Randomized, Controlled Clinical Trial
author Cogo-Moreira, Hugo [UNIFESP]
author_facet Cogo-Moreira, Hugo [UNIFESP]
Avila, Clara Regina Brandão de [UNIFESP]
Ploubidis, George B.
Mari, Jair de Jesus [UNIFESP]
author_role author
author2 Avila, Clara Regina Brandão de [UNIFESP]
Ploubidis, George B.
Mari, Jair de Jesus [UNIFESP]
author2_role author
author
author
dc.contributor.institution.none.fl_str_mv Universidade Federal de São Paulo (UNIFESP)
Univ London
dc.contributor.author.fl_str_mv Cogo-Moreira, Hugo [UNIFESP]
Avila, Clara Regina Brandão de [UNIFESP]
Ploubidis, George B.
Mari, Jair de Jesus [UNIFESP]
description Introduction: Difficulties in word-level reading skills are prevalent in Brazilian schools and may deter children from gaining the knowledge obtained through reading and academic achievement. Music education has emerged as a potential method to improve reading skills because due to a common neurobiological substratum.Objective: To evaluate the effectiveness of music education for the improvement of reading skills and academic achievement among children (eight to 10 years of age) with reading difficulties.Method:235 children with reading difficulties in 10 schools participated in a five-month, randomized clinical trial in cluster (RCT) in an impoverished zone within the city of So Paulo to test the effects of music education intervention while assessing reading skills and academic achievement during the school year. Five schools were chosen randomly to incorporate music classes (n=114), and five served as controls (n=121). Two different methods of analysis were used to evaluate the effectiveness of the intervention: the standard method was intention-to-treat (ITT), and the other was the Complier Average Causal Effect (CACE) estimation method, which took compliance status into account.Results:The ITT analyses were not very promising; only one marginal effect existed for the rate of correct real words read per minute. Indeed, considering ITT, improvements were observed in the secondary outcomes (slope of Portuguese = 0.21 [p<0.001] and slope of math = 0.25 [p<0.001]). As for CACE estimation (i.e., complier children versus non-complier children), more promising effects were observed in terms of the rate of correct words read per minute [beta=13.98, p<0.001] and phonological awareness [beta = 19.72, p<0.001] as well as secondary outcomes (academic achievement in Portuguese [beta = 0.77, p<0.0001] and math [beta=0.49, p<0.001] throughout the school year).Conclusion:The results may be seen as promising, but they are not, in themselves, enough to make music lessons as public policy.
publishDate 2013
dc.date.issued.fl_str_mv 2013-03-27
dc.date.accessioned.fl_str_mv 2016-01-24T14:31:26Z
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http://dx.doi.org/10.1371/journal.pone.0059984
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