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The Use of Music Education in the Development of Phonological Awareness Levels of Students with Dyslexia

Year 2023, Volume: 25 Issue: 4, 737 - 750, 25.12.2023
https://doi.org/10.17556/erziefd.1339485

Abstract

There are many factors affecting the development of reading skills, one of which is the level of phonological awareness. In the present study, the purpose was to determine the development of phonological awareness levels in students with reading difficulties through music education. In order to do this, Action Research Design and the Criterion Sampling Method were applied. When choosing the sample group, the focus was given to select a student who was studying in the 3th-4th Grade and diagnosed with dyslexia. Accordingly, the sample consisted of a male student who was studying in the 3rd Grade in a primary school in Şırnak city center in the 2021-2022 academic year. A 6-week music education program was used to determine the effect of music education on reading. This program was prepared based on the “Multisensory Teaching Approach”, which is a method used in the music education of individuals who are diagnosed with dyslexia. The purpose of the present study was to reveal how and in which ways music affects reading. The data were collected by using the “Phonological Awareness Scale”, “Special Learning Disability Observation Form”, and “Interview Form” before and after the intervention. According to the results, it was concluded that music improves reading levels by influencing phonological awareness.

References

  • Altunbaş Yavuz, S. ve Aktaş, B. (2020). Müzik ve disleksi: disleksi tanısı alan öğrencilerin okuma düzeylerinin geliştirilmesinde müzik eğitiminin kullanılması. Turkish Studies-Education, 15(3), 1485-1498. https://dx.doi.org/10.29228/TurkishStudies.39431
  • Aktepe, V. ve Akyol, H. (2015). Okuma güçlüğü ve giderilmesi: Tek örneklemli bir durum çalışması. International Journal of Eurasia Sciences, 6(19), 111-126.
  • Akyol, H. ve Yildiz, M. (2010). Okuma bozukluğu olan bir öğrencinin okuma ve yazma becerisinin geliştirilmesine yönelik bir durum çalışması. New Word Sciences Academy, 5(4), 1690-1700.
  • Coltheart, M. (2005). Modeling reading: the dual‐route approach. M. J. Snowling and C. Hulme (Ed.), The Science of Reading: A Handbook, (ss. 6-23), Blackwell. https://doi.org/10.1002/9780470757642.ch1
  • Corrigall, K. A., & Trainor, L. J. (2011). Associations between length of music training and reading skills in children. Music perception, 29(2), 147-155. https://www.doi.org/ 10.1525/mp.2011.29.2.147
  • Creswell, J.W. (2012)."Educational research: planning." Conducting, and Evaluating 260: 375-382.
  • Dellatolas, G., Watier, L., Le Normand, M. T., Lubart, T., & Chevrie-Muller, C. (2009). Rhythm reproduction in kindergarten, reading performance at second grade, and developmental dyslexia theories. Archives of Clinical Neuropsychology, 24(6), 555-563 https://www.doi.org/10.1093/arclin/acp044
  • Flaugnacco, E., Lopez, L., Terribili, C., Montico, M., Zoia, S., & Schön, D. (2015). Music training increases phonological awareness and reading skills in developmental dyslexia: A randomized control trial. PloS one, 10(9), e0138715. https://doi.org/10.1371/journal.pone.0138715
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 7, p. 429). New York: McGraw-hill.
  • Habib, M., Lardy, C., Desiles, T., Commeiras, C., Chobert, J., & Besson, M. (2016). Music and dyslexia: a new musical training method to improve reading and related disorders. Frontiers in psychology, 7, 26. https://doi.org/10.3389/fpsyg.2016.00026
  • Johnston, B., & Webber, S. (2005). As we may think: Information literacy as a discipline for the information age. Research strategies, 20(3), 108-121. https://doi.org/10.1016/j.resstr.2006.06.005
  • Miles, T. R., Westcombe, J., & Ditchfield, D. (Eds.). (2008). Music and dyslexia: A positive approach. John Wiley & Sons.
  • Overy, K. (2000). Dyslexia, temporal processing and music: The potential of music as an early learning aid for dyslexic children. Psychology of music, 28(2), 218-229. https://www.doi.org/10.1177/0305735600282010
  • Overy, K. (2003). Dyslexia and music: From timing deficits to musical intervention. Annals of the New York academy of sciences, 999(1), 497-505. https://www.doi.org/10.1196/annals.1284.060
  • Renvall, H., & Hari, R. (2003). Diminished auditory mismatch fields in dyslexic adults. Annals of Neurology: Official Journal of the American Neurological Association and the Child Neurology Society, 53(5), 551-557. https://www.doi.org/10.1002/ana.10504
  • Sever, S. (2004). Türkçe öğretimi ve tam öğrenme (4. Baski). Ankara: Anı Yayıncılık.
  • Shaywitz, S. E., & Shaywitz, B. A. (2016). Reading disability and the brain. On developing readers: Readings from educational leadership (EL Essentials), 146.
  • Sundheim, S. T., & Voeller, K. K. (2004). Psychiatric implications of language disorders and learning disabilities: Risks and management. Journal of Child Neurology, 19(10), 814-826. https://doi.org/10.1177/0883073804019010100
  • Tallal, P., & Gaab, N. (2006). Dynamic auditory processing, musical experience and language development. Trends in neurosciences, 29(7), 382-390. https://www.doi.org/10.1016/j.tins.2006.06.003
  • Thomson, J. M., & Goswami, U. (2008). Rhythmic processing in children with developmental dyslexia: auditory and motor rhythms link to reading and spelling. Journal of Physiology-Paris, 102(1-3), 120-129. https://www.doi.org/10.1016/j.jphysparis.2008.03.007
  • Tierney, A., & Kraus, N. (2013). Music training for the development of reading skills. Progress in brain research, 207, 209-241. https://doi.org/10.1016/B978-0-444-63327-9.00008-4
  • Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of child psychology and psychiatry, 45(1), 2-40. https://www.doi.org/10.1046/j.0021-9630.2003.00305.x
  • Yangın, B., Erdoğan, Ö. ve Erdoğan, T. (2010). Yangın, Erdoğan, Erdoğan fonolojik farkındalık ölçeği. III. Uluslararası Dünya Dili Türkçe Sempozyumu (ss. 971-978). İzmir Dokuz Eylül Üniversitesi.
  • Yıldırım, A. ve Şimşek H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. (11. Baskı), Seçkin Yayıncılık.

Okuma Güçlüğü Olan Öğrencilerin Fonolojik Farkındalık Düzeylerinin Gelişmesinde Müzik Eğitiminin Kullanılması

Year 2023, Volume: 25 Issue: 4, 737 - 750, 25.12.2023
https://doi.org/10.17556/erziefd.1339485

Abstract

Okuma becerisinin gelişmesinde etkili olan pek çok unsur bulunmaktadır. Bunlardan birisi de fonolojik farkındalık düzeyidir. Bu araştırma, okuma güçlüğü olan öğrencilerin fonolojik farkındalık düzeylerinin müzik eğitimi ile gelişimini belirlemeyi amaçlamaktadır. Eylem araştırması deseni işe koşulan araştırmada, ölçüt örneklemi yöntemi kullanılmış olup; 3-4.sınıfta öğrenim gören, disleksi tanısı almış olan Şırnak il merkezine bağlı bir ilkokulda 3.sınıfta öğrenim gören bir erkek öğrenci çalışma grubunu oluşturmaktadır. Müzik eğitimin okumaya etkisini belirlemek amacıyla 6 haftalık bir müzik eğitimi programı uygulanmıştır. Uygulanan bu program disleksi tanısı almış bireylerin müzik eğitiminde kullanılan yöntemlerden biri olan “Çok Duyulu” (Multisensory) öğretim yaklaşımına dayanarak hazırlanmıştır. Araştırmada müziğin okumayı nasıl ve hangi yönlerde etkilediği ortaya koyulmak istenmiştir. Çalışma verileri, uygulamadan önce ve sonra olmak üzere “Fonolojik Farkındalık Ölçeği”, “Özel Öğrenme Güçlüğü Gözlem Formu” ve “Görüşme Formu” kullanılarak toplanmıştır. Araştırma sonucunda, müziğin fonolojik farkındalığı geliştirerek okuma becerisini etkilediği sonucuna varılmıştır.

References

  • Altunbaş Yavuz, S. ve Aktaş, B. (2020). Müzik ve disleksi: disleksi tanısı alan öğrencilerin okuma düzeylerinin geliştirilmesinde müzik eğitiminin kullanılması. Turkish Studies-Education, 15(3), 1485-1498. https://dx.doi.org/10.29228/TurkishStudies.39431
  • Aktepe, V. ve Akyol, H. (2015). Okuma güçlüğü ve giderilmesi: Tek örneklemli bir durum çalışması. International Journal of Eurasia Sciences, 6(19), 111-126.
  • Akyol, H. ve Yildiz, M. (2010). Okuma bozukluğu olan bir öğrencinin okuma ve yazma becerisinin geliştirilmesine yönelik bir durum çalışması. New Word Sciences Academy, 5(4), 1690-1700.
  • Coltheart, M. (2005). Modeling reading: the dual‐route approach. M. J. Snowling and C. Hulme (Ed.), The Science of Reading: A Handbook, (ss. 6-23), Blackwell. https://doi.org/10.1002/9780470757642.ch1
  • Corrigall, K. A., & Trainor, L. J. (2011). Associations between length of music training and reading skills in children. Music perception, 29(2), 147-155. https://www.doi.org/ 10.1525/mp.2011.29.2.147
  • Creswell, J.W. (2012)."Educational research: planning." Conducting, and Evaluating 260: 375-382.
  • Dellatolas, G., Watier, L., Le Normand, M. T., Lubart, T., & Chevrie-Muller, C. (2009). Rhythm reproduction in kindergarten, reading performance at second grade, and developmental dyslexia theories. Archives of Clinical Neuropsychology, 24(6), 555-563 https://www.doi.org/10.1093/arclin/acp044
  • Flaugnacco, E., Lopez, L., Terribili, C., Montico, M., Zoia, S., & Schön, D. (2015). Music training increases phonological awareness and reading skills in developmental dyslexia: A randomized control trial. PloS one, 10(9), e0138715. https://doi.org/10.1371/journal.pone.0138715
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 7, p. 429). New York: McGraw-hill.
  • Habib, M., Lardy, C., Desiles, T., Commeiras, C., Chobert, J., & Besson, M. (2016). Music and dyslexia: a new musical training method to improve reading and related disorders. Frontiers in psychology, 7, 26. https://doi.org/10.3389/fpsyg.2016.00026
  • Johnston, B., & Webber, S. (2005). As we may think: Information literacy as a discipline for the information age. Research strategies, 20(3), 108-121. https://doi.org/10.1016/j.resstr.2006.06.005
  • Miles, T. R., Westcombe, J., & Ditchfield, D. (Eds.). (2008). Music and dyslexia: A positive approach. John Wiley & Sons.
  • Overy, K. (2000). Dyslexia, temporal processing and music: The potential of music as an early learning aid for dyslexic children. Psychology of music, 28(2), 218-229. https://www.doi.org/10.1177/0305735600282010
  • Overy, K. (2003). Dyslexia and music: From timing deficits to musical intervention. Annals of the New York academy of sciences, 999(1), 497-505. https://www.doi.org/10.1196/annals.1284.060
  • Renvall, H., & Hari, R. (2003). Diminished auditory mismatch fields in dyslexic adults. Annals of Neurology: Official Journal of the American Neurological Association and the Child Neurology Society, 53(5), 551-557. https://www.doi.org/10.1002/ana.10504
  • Sever, S. (2004). Türkçe öğretimi ve tam öğrenme (4. Baski). Ankara: Anı Yayıncılık.
  • Shaywitz, S. E., & Shaywitz, B. A. (2016). Reading disability and the brain. On developing readers: Readings from educational leadership (EL Essentials), 146.
  • Sundheim, S. T., & Voeller, K. K. (2004). Psychiatric implications of language disorders and learning disabilities: Risks and management. Journal of Child Neurology, 19(10), 814-826. https://doi.org/10.1177/0883073804019010100
  • Tallal, P., & Gaab, N. (2006). Dynamic auditory processing, musical experience and language development. Trends in neurosciences, 29(7), 382-390. https://www.doi.org/10.1016/j.tins.2006.06.003
  • Thomson, J. M., & Goswami, U. (2008). Rhythmic processing in children with developmental dyslexia: auditory and motor rhythms link to reading and spelling. Journal of Physiology-Paris, 102(1-3), 120-129. https://www.doi.org/10.1016/j.jphysparis.2008.03.007
  • Tierney, A., & Kraus, N. (2013). Music training for the development of reading skills. Progress in brain research, 207, 209-241. https://doi.org/10.1016/B978-0-444-63327-9.00008-4
  • Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of child psychology and psychiatry, 45(1), 2-40. https://www.doi.org/10.1046/j.0021-9630.2003.00305.x
  • Yangın, B., Erdoğan, Ö. ve Erdoğan, T. (2010). Yangın, Erdoğan, Erdoğan fonolojik farkındalık ölçeği. III. Uluslararası Dünya Dili Türkçe Sempozyumu (ss. 971-978). İzmir Dokuz Eylül Üniversitesi.
  • Yıldırım, A. ve Şimşek H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. (11. Baskı), Seçkin Yayıncılık.
There are 24 citations in total.

Details

Primary Language Turkish
Subjects Classroom Education
Journal Section In This Issue
Authors

Beyza Nur Avci 0000-0003-4232-4997

Seda Altunbaş Yavuz 0000-0001-5316-6053

Early Pub Date December 18, 2023
Publication Date December 25, 2023
Acceptance Date December 9, 2023
Published in Issue Year 2023 Volume: 25 Issue: 4

Cite

APA Avci, B. N., & Altunbaş Yavuz, S. (2023). Okuma Güçlüğü Olan Öğrencilerin Fonolojik Farkındalık Düzeylerinin Gelişmesinde Müzik Eğitiminin Kullanılması. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 25(4), 737-750. https://doi.org/10.17556/erziefd.1339485