Evidence for multiple rhythmic skills

Rhythms, or patterns in time, play a vital role in both speech and music. Proficiency in a number of rhythm skills has been linked to language ability, suggesting that certain rhythmic processes in music and language rely on overlapping resources. However, a lack of understanding about how rhythm skills relate to each other has impeded progress in understanding how language relies on rhythm processing. In particular, it is unknown whether all rhythm skills are linked together, forming a single broad rhythmic competence, or whether there are multiple dissociable rhythm skills. We hypothesized that beat tapping and rhythm memory/sequencing form two separate clusters of rhythm skills. This hypothesis was tested with a battery of two beat tapping and two rhythm memory tests. Here we show that tapping to a metronome and the ability to adjust to a changing tempo while tapping to a metronome are related skills. The ability to remember rhythms and to drum along to repeating rhythmic sequences are also related. However, we found no relationship between beat tapping skills and rhythm memory skills. Thus, beat tapping and rhythm memory are dissociable rhythmic aptitudes. This discovery may inform future research disambiguating how distinct rhythm competencies track with specific language functions

A neural oscillations perspective on phonological development and phonological processing in developmental dyslexia

Children’s ability to reflect upon and manipulate the sounds in words (’phonological awareness’) develops as part of natural language acquisition, supports reading acquisition, and develops further as reading and spelling are learned. Children with developmental dyslexia typically have impairments in phonological awareness. Many developmental factors contribute to individual differences in phonological development. One important source of individual differences may be the child’s sensory/neural processing of the speech signal from an amplitude modulation (~ energy or intensity variation) perspective, which may affect the quality of the sensory/neural representations (’phonological representations’) that support phonological awareness. During speech encoding, brain electrical rhythms (oscillations, rhythmic variations in neural excitability) re-calibrate their temporal activity to be in time with rhythmic energy variations in the speech signal. The accuracy of this neural alignment or ’entrainment’ process is related to speech intelligibility. Recent neural studies demonstrate atypical oscillatory function at slower rates in children with developmental dyslexia. Potential relations with the development of phonological awareness by children with dyslexia are discussed.Medical Research Council, G0400574 and G090237

Research on computer based cognitive assessment and educational training: effect of early intervention

oday researchers agree that there is no clear demarcation between reading and pre-reading skills There are cognitive factors that affect the development of literacy and these interact with environmental factors (one of which is the teacher\u2019s approach) and researchers are interested in assessing them. There are many conventional psychological tests, but in recent years researchers have begun to explore the potential of computer-based assessments as tools for teachers and other professionals. An innovative system is Cops (Cognitive Profiling System), developed in the UK by Singleton (2000). This is a computerised assessment system for children aged 4 to 8 years that has proven scientific validity for the early identification of dyslexia, and can help teachers identify many other cognitive difficulties that can interfere with children's learning. It comprises tests of fundamental cognitive skills that underpin learning. Results, in the form of graphical profiles and individual response records, clearly show children's strengths and weaknesses in comparison with national norms. Thus, potential problems can be spotted at an early stage and appropriate teaching strategies can be offered to overcome difficulties and prevent failure. The aim of this work is to identify the children at risk for the learning difficulties. In particular, we are interested in exploring the effect of an implemented training to minimise the chances of failure and maximise success, at least for the abilities considered and analysed by Cops. In this study report data that prove the effectiveness of early interventions based upon the systematic development of phonological awareness and memory skills. There is also a hypothesis to transfer the training to a computerised program and advantages and disadvantages involved will be discussed

Il metodo della resistenza all\u2019intervento per la prevenzione delle difficolt\ue0 scolastiche e l\u2019individuazione precoce dei disturbi specifici dell\u2019apprendimento: uno studio pilota.

Per identificare tempestivamente il rischio di disturbo specifico di apprendimento (DSA) e per affrontare le difficolt\ue0 scolastiche, nella letteratura internazionale \ue8 stata dimostrata l\u2019efficacia del modello della resistenza all\u2019intervento (Modello RI). I DSA vengono individuati perch\ue9 resistenti agli interventi di potenziamento dei prerequisiti scolastici messi in atto all\u2019interno della scuola dagli insegnanti e strutturati su 3 livelli di intensit\ue0 crescente. Le difficolt\ue0 scolastiche possono risolversi pi\uf9 o meno rapidamente mentre la resistenza all\u2019intervento diventa l\u2019indicatore di un possibile rischio per un DSA meritevole di un approfondimento clinico. Obiettivo. L\u2019obiettivo \ue8 di verificare per la prima volta nella realt\ue0 scolastica italiana, l\u2019efficacia del modello RI rivolto a bambini in et\ue0 prescolare. Metodi. Sono stati reclutati, con un codificato screening computerizzato che valuta i prerequisiti all\u2019apprendimento, 210 bambini dell\u2019ultimo anno di alcune scuole dell\u2019infanzia di una citt\ue0 del nordest dell\u2019Italia. Tutti i livelli di potenziamento sono stati gestiti dagli insegnanti: i primi due sono stati attuati all\u2019interno della scuola dell\u2019infanzia. Per i resistenti, il 3\ub0 livello \ue8 stato attuato durante il 1\ub0 anno della scuola primaria. Risultati. 58 bambini (27,62%) del campione totale presentava difficolt\ue0 nei prerequisiti. Dopo i due livelli di potenziamento, solo 16 (7,6%) sono risultati resistenti. Questi sono stati sottoposti a un intervento di didattica personalizzato durante il 1\ub0 anno della scuola primaria. 10 bambini sono poi stati rivalutati e solo 1 \ue8 risultato a rischio per DSA. Conclusioni. Il metodo RI si \ue8 rivelato efficace nel migliorare i prerequisiti all\u2019apprendimento permettendo agli insegnanti di gestire direttamente le attivit\ue0 formative. Questo approccio pu\uf2 migliorare l\u2019efficacia del processo diagnostico dei DSA, individuando tempestivamente i soggetti veramente a rischio per DSA che dovrebbero essere inviati alla valutazione clinica

Moving to the Beat: Using Music, Rhythm, and Movement to Enhance Self-Regulation in Early Childhood Classrooms

Differences in early self-regulation skills contribute to disparities in success in early learning and school transition, as well as in childhood wellbeing. Self-regulation refers to managing emotional, cognitive and behavioral processes that are conducive to positive adjustment and social relationships. Researchers have identified that various domains of learning and development are enhanced by musical training, and understanding about the neurological processes responsible for such effects is increasing. This paper argues that coordinated rhythmic movement activities in preschool are an effective approach to support the neurological bases of self-regulation. Evidence and theory related to beat synchronization, cognitive benefits of formal music training, and music therapy for clinical populations are discussed to argue that musical activities could be better leveraged in early childhood education. The paper concludes that preschool activities designed to stimulate beat synchronization and motor coordination skills, and embedded in group activities can enhance young children’s motor, auditory, and self-regulatory functioning