Combined effects of training musical abilities and phonological awareness in kindergarten children with
German as first and second language


The aim of the project starting in September 2012 was to compare the longitudinal effects of a subsequently combined musical and phonological training program on the development of phonological awareness in kindergarten children with the respective effects of a mere phonological training . Additionally, both training groups were contrasted with a control group without any specific treatment. Former studies had shown that a musical training could achieve similar effects on the development of phonological awareness in the last year of kindergarten as a well-established phonological training program. When combining both trainings, the general effects should be higher, especially for children with German as a second language and children with low baseline competencies. The children‘s linguistic, phonological and musical competencies were investigated at four measurement points during the two final years of kindergarten. At the first measurement point at the beginning of the penultimate year of kindergarten 436 children were recruited in the German federal states of Baden-Württemberg, Bavaria and Berlin . At the fourth measurement point at the end of the last year of kindergarten 376 children still participated in the study, which means the drop-out rate amounted to 13.8%. The results show that the musical training did not have the expected effects on the phonological awareness of the children. At the end of the penultimate year of kindergarten the musically trained children did not manage better at tasks of phonological awareness than the children of the control groups. Like in former studies, the phonological training showed small to medium effect sizes. The training effects in children with German as a second language resembled those in children with German as a first language. In contrast, children with low baseline competencies benefitted much more from a phonological training than their peers. In summary, as far as we can say now, a phonological training is the best option for promoting phonological awareness in kindergarten. The differential effects of a musical training in this domain should be analyzed further.


Principal Investigators
Stanat, Petra Prof. Dr. (Details) (Institute for Quality Management in Education)
Artelt, Cordula Prof. Dr. (University of Bamberg)
Schneider, Wolfgang Prof. Dr. (Julius Maximilian University of Würzburg)

Further project members
Kempert, Sebastian Dr. (Humboldt-Universität zu Berlin)

participating organizational facilities of the HU

Duration of Project
Start date: 09/2012
End date: 08/2015

Research Areas
Kindergartenkinder, Migrationshintergrund, musikalische Förderung, Risikokinder, Schriftspracherwerb, Training phonologischer Bewusstheit

Publications
Kempert, S., Götz, R., Blatter, K., Tibken, C., Artelt, C., Schneider, W., & Stanat, P. (2016). Training early literacy related skills. Which contribution does a musical training make to phonological awareness development? Frontiers in Psychology, 7: 1803.

Kempert, S., Tibken, C., Götz, R., Blatter, K., Stanat, P., Schneider, W. & Artelt, C. (2015). Die Entwicklung schriftsprachlicher Vorläuferfähigkeiten: Wie wirkt sich ein Training musikalischer Fähigkeiten aus? In A. Redder, J. Naumann & R. Tracy (Hrsg.), Forschungsinitiative Sprachdiagnostik und Sprachförderung (FiSS) – Ergebnisse (S. 155-175). Münster: Waxmann.

Last updated on 2020-19-10 at 05:41