Dr. Lori Conlon Khan

and

Dr. Mary McGuire

Explore and practice steady beat

Musical selections should be instrumental only and at a tempo of approximately 100 beats per minute

Model bilateral movement first then alternating

Alternate between teacher modeling and student models

This is your brain.

Fill in the blank:

This brain is activated by ________ (singing, reading).

4 Processing Systems:

Phonological Processor

Orthographic Processor

Meaning Processor

Context Processor

PHONEME AWARENESS PITCH AWARENESS

Distinguishing between the subtle sounds of speech /d//p//f/

Dyslexia (NICHD & IDA) “…a deficit in the

phonological component of language…”

Does the sound change? Up

Down

Same

Fisher (2001) Concluded that phonemic

segmentation improved with the regular use of music in the classroom

Syllable segmentation

Graphing syllables

Jumping syllables

Syllabic notation

Millisecond timing system is used in speech, motor control, and music Automatization of

phonological awareness and RAN [rapid automatic naming] performance improves the most with timing/rhythmicity training (Taub, McGrew & Keith, 2007)

Interactive Metronome

Used as: Assessment tool

Training program

Dyslexic readers have poor interstimulus intervals –ISI The time it takes to disengage from a previous

stimulus, perceive and recognize a present stimulus, activate lexical access and use retrieval processes for its verbal label, and then move on to the next stimulus. (Obregon, 1994)

Temporal processing speed deficit Language impaired children could not determine the

difference between two pitches when the time interval was shorter than 350 milliseconds, whereas good readers needed 30 ms. or less (Tallal, Miller & Fitch, 1993)

Less Fluent Reader More Fluent Reader

Phonological Working MemoryProcessing Task Processing Task

A great deal of research shows that thinking or talking about an event immediately after it has occurred enhances memory for that event. ~ Medina, 2008

Spend a few moments to think about the implications of this information to your teaching.

Find a partner to discuss one or two points you found interesting or applicable.

Peas por-ridge hot

Peas por-ridge cold

Peas por-ridge in the pot

Nine days old.

Some like it hot

Some like it cold

Some like it in the pot

Nine days oooo-ld.

Phonological awareness

Segmenting words into their individual sounds

Blend the sounds together

Manipulate sounds

Phonetic representation

Letter names and sounds

Build words by manipulating letters

We crescendo by building fluency with these skills

Build vocabulary

End goal is: Comprehension

Begins with speech Pulse

Natural speech rhythms

Connect to body Body percussion

Movement

Transfer speech rhythms to the instruments

Musical representations Graph sound to symbol

Up, down, or the same

Identifying vocal direction

Comparing sound patterns

Vocal play

Chicken talk Inflection

PRACTICE READING TEXT – 5 TO 7 TIMES

STUDENTS WALK WHILE READING

A great deal of research shows that thinking or talking about an event immediately after it has occurred enhances memory for that event. ~ Medina, 2008

Spend a few moments to think about the implications of this information to your teaching.

Find a partner to discuss one or two points you found interesting or applicable.

We have seen that music and reading are connected in the brain.

Is there a strong enough correlation between music and reading to justify using musical activities as reading intervention strategies for struggling readers?

The music specialist story Music program woes

Observations

Peggy

Dissertation question

Research with students

Summer Literacy Camp

The reading specialist story Personal experience

(ouch!)

Summer slide experience with students

Dissertation study

Research with Lori

Summer Literacy Camp

WPM/IRI NAEP IM Pitch

IRI/WPM 1

NAEP Oral

Fluency .726 ** 1

Interactive

Metronome -.640 ** -.697 ** 1

Pitch Matching .53 ** .468 ** -.459 * 1

** Correlations were significant at the .001 level * Correlations were significant at the .05 level

Follow Up Study, 2012Students Date Pre/Post WCPM Gains

Student 1 1/4/12 Pre 71

Student 1 2/2/12 Post 95 +24

Student 2 1/4/12 Pre 62

Student 2 2/2/12 Post 59 +0

Student 3 1/4/12 Pre 85

Student 3 2/2/12 Post 91 +6

Student 4 1/4/12 Pre 93

Student 4 2/2/12 Post 96 +3

Student 5 1/4/12 Pre 106

Student 5 2/2/12 Post 115 +9

Student 6 1/4/12 Pre 110

Student 6 2/2/12 Post 125 +15

** Typical gain - .85 to 1.0 correct wpm per week

Can participation in an intensive six-week Summer Literacy Camp using music activities as reading intervention strategies help children maintain the gains that they have made during the school year and avoid the summer slide?

Who? 42 students leaving K, 1, and 2, who scored 2’s (near

grade level) on Spring 2012 IRI in control and treatment groups

5 / 1 student to adult ratio (certified and para-educators)

When? 4 days per week for 6 weeks during the summer June – July

What? 45 min. music intervention 45 min. reading intervention Open library, art projects, recess time, on-site field trips,

breakfast & lunch served @ school

Grade

Treatment Assessment Spring

Average Fall Average Gain/Loss Sample Size

K/1 Letter Sound

Fluency 20.4 42.2 +21.5 6

1/2 R-CBM 40.5 27.5 -13.0 2

2/3 R-CBM 81.2 68.9 -12.4 5

Control

K/1 Letter Sound

Fluency 21.7 22.7 +1 6

1/2 R-CBM 39.4 24.7 -14.7 10

2/3 R-CBM 81.9 58.4 -23.5 13

Grade

IM

Pre

IM

Post

IM average

Gain/loss

K – 1

229

164.8

-64.2

1 – 2

112

128.5

+16.5

2 - 3

109.5

67.75

-41.75

Young students respond to and benefit the most from music intervention

Gains in rhythmicity parallel gains in reading

Music as an intervention slowed the summer slide by half

Pitch matching scale

Assessment Starting pitch?

Intervals?

Directionality

Tonality

Refine

Turn into numerics