Rhythm and Music in Classroom to Help Portuguese Reading
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | preprint |
Idioma: | por |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/4104 |
Resumo: | Both language and music are based on temporal patterns of auditory information, i.e. on rhythm. The rhythm of the speech, given by the acoustic structure of the amplitude modulation on delta and theta bands (2-8Hz), is one of the main cues used by children to perceive the syllables. Dyslexics present more difficulty to perceive tonic syllables and are more impaired on rhythmic training when using 2Hz beats. It has been proposed that music training, which requires very accurate timing skills, could help dyslexic children to remediating their temporal processing impairment. In this paper we justify and propose a musical intervention to help children in the first grade to learn how to read. The main proposition is that reading difficulties may be related to impairments on the phonological processing during natural speech and that this impairments may be remediated through musical rhythm. This musical intervention consists of a set of tasks designed to develop rhythmic, phonological and finally reading abilities by means of nursery rhymes. |
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Rhythm and Music in Classroom to Help Portuguese ReadingUn programa de educación musical para auxilio en las habilidades de lecturaUm programa de educação musical para desenvolvimento da habilidade de leituraAlfabetizaçãoLeituraMúsicaDislexiaLiteracyReadingMusicDyslexiaAlfabetizaciónLecturaMúsicaDislexia Both language and music are based on temporal patterns of auditory information, i.e. on rhythm. The rhythm of the speech, given by the acoustic structure of the amplitude modulation on delta and theta bands (2-8Hz), is one of the main cues used by children to perceive the syllables. Dyslexics present more difficulty to perceive tonic syllables and are more impaired on rhythmic training when using 2Hz beats. It has been proposed that music training, which requires very accurate timing skills, could help dyslexic children to remediating their temporal processing impairment. In this paper we justify and propose a musical intervention to help children in the first grade to learn how to read. The main proposition is that reading difficulties may be related to impairments on the phonological processing during natural speech and that this impairments may be remediated through musical rhythm. This musical intervention consists of a set of tasks designed to develop rhythmic, phonological and finally reading abilities by means of nursery rhymes. Tanto el lenguaje verbal como la música se basan en patrones temporales de información auditiva, es decir, en su ritmo. El ritmo del habla está dado por la variación de la amplitud, o volumen, de cada sílaba, así como de las sílabas acentuadas, lo que ocurre alrededor de 0,2 y 0,5 segundos respectivamente, es decir, en frecuencias entre 5 y 2 hercios. La percepción de estos ritmos es una de las principales pistas para que los niños comiencen a distinguir las sílabas de las palabras. Los niños disléxicos tienen dificultades para distinguir las sílabas acentuadas y retraso en el entrenamiento rítmico con pulsaciones a 2 hercios. Por lo tanto, se ha propuesto que el entrenamiento musical que involucre habilidades de precisión temporal podría ayudar a los niños disléxicos a remediar su deterioro en el procesamiento temporal del habla. En este artículo justificamos y proponemos una intervención musical para ayudar a los niños a aprender a leer, tengan o no dificultades de aprendizaje. Esta intervención consiste en un conjunto de actividades diseñadas para trabajar las habilidades rítmicas, fonológicas y lectoras utilizando canciones infantiles.Tanto a linguagem verbal quanto a música se baseiam em padrões temporais da informação auditiva, ou seja, no seu ritmo. O ritmo da fala se dá pela variação da amplitude, ou volume, de cada sílaba, assim como das sílabas acentuadas, o que ocorre por volta de 0,2 e 0,5 segundos respectivamente, ou seja, nas frequências entre 5 e 2 hertz. A percepção desses ritmos é uma das principais pistas para que as crianças possam começar a distinguir as sílabas das palavras. Crianças disléxicas apresentam dificuldades para distinguir as sílabas tônicas e defasagem no treinamento rítmico com batidas em 2 hertz. Por isso, tem sido proposto que um treinamento musical, que envolva habilidades de precisão temporal poderia auxiliar crianças disléxicas a remediar seu prejuízo no processamento temporal da fala. Neste artigo justificamos e propomos uma intervenção musical para ajudar crianças a aprenderem a ler, tendo ou não dificuldades de aprendizagem. Essa intervenção consiste em um conjunto de atividades elaboradas para trabalhar habilidades rítmicas, fonológicas e de leitura com o uso de canções infantis.SciELO PreprintsSciELO PreprintsSciELO Preprints2022-05-11info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/410410.1590/SciELOPreprints.4104porhttps://preprints.scielo.org/index.php/scielo/article/view/4104/7755Copyright (c) 2022 Fábio Rochahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRocha, Fábioreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2022-05-10T18:35:07Zoai:ops.preprints.scielo.org:preprint/4104Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2022-05-10T18:35:07SciELO Preprints - SciELOfalse |
dc.title.none.fl_str_mv |
Rhythm and Music in Classroom to Help Portuguese Reading Un programa de educación musical para auxilio en las habilidades de lectura Um programa de educação musical para desenvolvimento da habilidade de leitura |
title |
Rhythm and Music in Classroom to Help Portuguese Reading |
spellingShingle |
Rhythm and Music in Classroom to Help Portuguese Reading Rocha, Fábio Alfabetização Leitura Música Dislexia Literacy Reading Music Dyslexia Alfabetización Lectura Música Dislexia |
title_short |
Rhythm and Music in Classroom to Help Portuguese Reading |
title_full |
Rhythm and Music in Classroom to Help Portuguese Reading |
title_fullStr |
Rhythm and Music in Classroom to Help Portuguese Reading |
title_full_unstemmed |
Rhythm and Music in Classroom to Help Portuguese Reading |
title_sort |
Rhythm and Music in Classroom to Help Portuguese Reading |
author |
Rocha, Fábio |
author_facet |
Rocha, Fábio |
author_role |
author |
dc.contributor.author.fl_str_mv |
Rocha, Fábio |
dc.subject.por.fl_str_mv |
Alfabetização Leitura Música Dislexia Literacy Reading Music Dyslexia Alfabetización Lectura Música Dislexia |
topic |
Alfabetização Leitura Música Dislexia Literacy Reading Music Dyslexia Alfabetización Lectura Música Dislexia |
description |
Both language and music are based on temporal patterns of auditory information, i.e. on rhythm. The rhythm of the speech, given by the acoustic structure of the amplitude modulation on delta and theta bands (2-8Hz), is one of the main cues used by children to perceive the syllables. Dyslexics present more difficulty to perceive tonic syllables and are more impaired on rhythmic training when using 2Hz beats. It has been proposed that music training, which requires very accurate timing skills, could help dyslexic children to remediating their temporal processing impairment. In this paper we justify and propose a musical intervention to help children in the first grade to learn how to read. The main proposition is that reading difficulties may be related to impairments on the phonological processing during natural speech and that this impairments may be remediated through musical rhythm. This musical intervention consists of a set of tasks designed to develop rhythmic, phonological and finally reading abilities by means of nursery rhymes. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-05-11 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/4104 10.1590/SciELOPreprints.4104 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/4104 |
identifier_str_mv |
10.1590/SciELOPreprints.4104 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/article/view/4104/7755 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Fábio Rocha https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Fábio Rocha https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
SciELO Preprints SciELO Preprints SciELO Preprints |
publisher.none.fl_str_mv |
SciELO Preprints SciELO Preprints SciELO Preprints |
dc.source.none.fl_str_mv |
reponame:SciELO Preprints instname:SciELO instacron:SCI |
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SciELO |
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SCI |
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SCI |
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SciELO Preprints |
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SciELO Preprints |
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SciELO Preprints - SciELO |
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scielo.submission@scielo.org |
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1797047828490485760 |