Distinct rhythmic abilities align with phonological awareness and rapid naming in school-age children

Silvia Bonacina, Jennifer Krizman, Travis White-Schwoch, Trent Nicol, Nina Kraus*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Difficulty in performing rhythmic tasks often co-occurs with literacy difficulties. Motivated by evidence showing that people can vary in their performance across different rhythmic tasks, we asked whether two rhythmic skills identified as distinct in school-age children and young adults would reveal similar or different relationships with two literacy skills known to be important for successful reading development. We addressed our question by focusing on 55 typically developing children (ages 5–8). Results show that drumming to a beat predicted the variability of rapid naming but not of phonological awareness, whereas tapping rhythmic patterns predicted phonological awareness, but not rapid naming. Our finding suggests that rhythmic interventions can be tailored to address PA and RAN deficits specifically in reading disabled children.

Original languageEnglish (US)
Pages (from-to)575-581
Number of pages7
JournalCognitive Processing
Volume21
Issue number4
DOIs
StatePublished - Nov 2020

Keywords

  • Beat
  • Literacy
  • Patterns
  • Phonological awareness
  • Rapid naming
  • Rhythm

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Cognitive Neuroscience
  • Artificial Intelligence

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