Table 1.
Group characteristics before training.
Table 2.
Musicianship Class: Learning Objectives.
Table 3.
Summary of instrumental programs and instruments played.
Figure 1.
Music training supports reading abilities and rapid naming.
(A) The children who received music training (n = 23) maintained their age-normed level of reading performance after one year (year 1: 109.5+/−2.1 (mean +/−1 S.E.), year 2: 109.3+/−2.0), while the untrained children's scores declined (n = 19) (year 1: 106.8+/−2.4, year 2: 103.5+/−2.4). (B) The musically-trained group improved on rapid naming (year 1: 103.7+/−2.1, year 2: 107.0+/−2.4), while the untrained controls showed no improvement (year 1: 103.9+/−2.6; year 2: 102.8+/−2.9). The groups did not differ on either measure at the outset of the study.
Figure 2.
Improvement in rapid naming relates to reading improvement.
Year-over-year improvement in rapid naming was correlated with the change in composite reading score across all participants (r = .412, p = .007, n = 42).