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Do early musical impairments predict later reading difficulties? A longitudinal study of pre‐readers with and without familial risk for dyslexia.

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Title: Do early musical impairments predict later reading difficulties? A longitudinal study of pre‐readers with and without familial risk for dyslexia.
Authors: Couvignou, Manon (AUTHOR), Peyre, Hugo (AUTHOR), Ramus, Franck (AUTHOR), Kolinsky, Régine (AUTHOR)
Source: Developmental Science. Sep2024, Vol. 27 Issue 5, p1-21. 21p.
Subjects: Music literacy, Structural equation modeling, Musical ability, Dyslexia, Phonology, Phonological awareness, Musical perception
Abstract: The present longitudinal study investigated the hypothesis that early musical skills (as measured by melodic and rhythmic perception and memory) predict later literacy development via a mediating effect of phonology. We examined 130 French‐speaking children, 31 of whom with a familial risk for developmental dyslexia (DD). Their abilities in the three domains were assessed longitudinally with a comprehensive battery of behavioral tests in kindergarten, first grade, and second grade. Using a structural equation modeling approach, we examined potential longitudinal effects from music to literacy via phonology. We then investigated how familial risk for DD may influence these relationships by testing whether atypical music processing is a risk factor for DD. Results showed that children with a familial risk for DD consistently underperformed children without familial risk in music, phonology, and literacy. A small effect of musical ability on literacy via phonology was observed, but may have been induced by differences in stability across domains over time. Furthermore, early musical skills did not add significant predictive power to later literacy difficulties beyond phonological skills and family risk status. These findings are consistent with the idea that certain key auditory skills are shared between music and speech processing, and between DD and congenital amusia. However, they do not support the notion that music perception and memory skills can serve as a reliable early marker of DD, nor as a valuable target for reading remediation. Research Highlights: Music, phonology, and literacy skills of 130 children, 31 of whom with a familial risk for dyslexia, were examined longitudinally.Children with a familial risk for dyslexia consistently underperformed children without familial risk in musical, phonological, and literacy skills.Structural equation models showed a small effect of musical ability in kindergarten on literacy in second grade, via phonology in first grade.However, early musical skills did not add significant predictive power to later literacy difficulties beyond phonological skills and family risk status. [ABSTRACT FROM AUTHOR]
Copyright of Developmental Science is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Do early musical impairments predict later reading difficulties? A longitudinal study of pre‐readers with and without familial risk for dyslexia.
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  Data: <searchLink fieldCode="AR" term="%22Couvignou%2C+Manon%22">Couvignou, Manon</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Peyre%2C+Hugo%22">Peyre, Hugo</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ramus%2C+Franck%22">Ramus, Franck</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kolinsky%2C+Régine%22">Kolinsky, Régine</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Developmental+Science%22">Developmental Science</searchLink>. Sep2024, Vol. 27 Issue 5, p1-21. 21p.
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  Data: <searchLink fieldCode="DE" term="%22Music+literacy%22">Music literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Musical+ability%22">Musical ability</searchLink><br /><searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Phonology%22">Phonology</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Musical+perception%22">Musical perception</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: The present longitudinal study investigated the hypothesis that early musical skills (as measured by melodic and rhythmic perception and memory) predict later literacy development via a mediating effect of phonology. We examined 130 French‐speaking children, 31 of whom with a familial risk for developmental dyslexia (DD). Their abilities in the three domains were assessed longitudinally with a comprehensive battery of behavioral tests in kindergarten, first grade, and second grade. Using a structural equation modeling approach, we examined potential longitudinal effects from music to literacy via phonology. We then investigated how familial risk for DD may influence these relationships by testing whether atypical music processing is a risk factor for DD. Results showed that children with a familial risk for DD consistently underperformed children without familial risk in music, phonology, and literacy. A small effect of musical ability on literacy via phonology was observed, but may have been induced by differences in stability across domains over time. Furthermore, early musical skills did not add significant predictive power to later literacy difficulties beyond phonological skills and family risk status. These findings are consistent with the idea that certain key auditory skills are shared between music and speech processing, and between DD and congenital amusia. However, they do not support the notion that music perception and memory skills can serve as a reliable early marker of DD, nor as a valuable target for reading remediation. Research Highlights: Music, phonology, and literacy skills of 130 children, 31 of whom with a familial risk for dyslexia, were examined longitudinally.Children with a familial risk for dyslexia consistently underperformed children without familial risk in musical, phonological, and literacy skills.Structural equation models showed a small effect of musical ability in kindergarten on literacy in second grade, via phonology in first grade.However, early musical skills did not add significant predictive power to later literacy difficulties beyond phonological skills and family risk status. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Developmental Science is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/desc.13519
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      – TitleFull: Do early musical impairments predict later reading difficulties? A longitudinal study of pre‐readers with and without familial risk for dyslexia.
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              M: 09
              Text: Sep2024
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