MTA-TTK Reading Difficulties Research Group: Reading research and music education

Ansari, Daniel – De Smedt, Bert – Grabner, Roland H. 2012. Neuroeducation – A Critical Overview of an Emerging Field. Neuroethics 5(2): 105–117. https://doi.org/10.1007/s12152-011-9119-3

Araújo, Susana – Reis, Alexandra – Petersson, Karl Magnus – Faísca, Luís 2015. Rapid Automatized Naming and Reading Performance: A Meta-Analysis. Journal of Educational Psychology 107(3): 868. https://doi.org/10.1037/edu0000006

Bhide, Adeetee – Power, Alan – Goswami, Usha 2013. A Rhythmic Musical Intervention for Poor Readers: A Comparison of Efficacy With a Letter-Based Intervention. Mind, Brain, and Education 7(2): 113–123. https://doi.org/10.1111/mbe.12016

Blomert, Leo – Vaessen, Anniek 2009. Amsterdam: Boom Differentiaal Diagnostiek van Dyslexie: Cognitieve Analyse van Lezen En Spellen [Dyslexia Differential Diagnosis: Cognitive Analysis of Reading and Spelling]. Boom Test, Amsterdam.

Bonacina, Silvia – Krizman, Jennifer – White-Schwoch, Travis – Kraus, Nina 2018. Clapping in Time Parallels Literacy and Calls upon Overlapping Neural Mechanisms in Early Readers. Annals of the New York Academy of Sciences 1423(1): 338–348. https://doi.org/10.1111/nyas.13704

Bugos, Jennifer A. – DeMarie, Darlene 2017. The Effects of a Short-Term Music Program on Preschool Children’s Executive Functions. Psychology of Music 45(6): 855–867. https://doi.org/10.1177/0305735617692666

Cumming, Ruth – Wilson, Angela – Leong, Victoria – Colling, Lincoln J. – Goswami, Usha 2015. Awareness of Rhythm Patterns in Speech and Music in Children with Specific Language Impairments. Frontiers in Human Neuroscience 9(DEC). https://doi.org/10.3389/fnhum.2015.00672

Flaugnacco, Elena – Lopez, Luisa – Terribili, Chiara – Montico, Marcella – Zoia, Stefania – Schön, Daniele 2015. Music Training Increases Phonological Awareness and Reading Skills in Developmental Dyslexia: A Randomized Control Trial. PLoS ONE 10(9): 1–17. https://doi.org/10.1371/journal.pone.0138715

Flaugnacco, Elena – Lopez, Luisa – Terribili, Chiara – Zoia, Stefania – Buda, Sonia –Tilli, Sara – Monasta, Lorenzo – Montico, Marcella – Sila, Alessandra – Ronfani, Luca – Schön, Daniele 2014. Rhythm Perception and Production Predict Reading Abilities in Developmental Dyslexia. Frontiers in Human Neuroscience 8: 392. https://doi.org/10.3389/fnhum.2014.00392

Goswami, Usha 2018. A Neural Basis for Phonological Awareness? An Oscillatory Temporal-Sampling Perspective. Current Directions in Psychological Science 27(1): 56–63. https://doi.org/10.1177/0963721417727520

Habib, Michel – Lardy, Chloé – Desiles, Tristan – Commeiras, Céline – Chobert, Julie – Besson, Mireille 2016. Music and Dyslexia: A New Musical Training Method to Improve Reading and Related Disorders. Frontiers in Psychology 7(JAN). https://doi.org/10.3389/fpsyg.2016.00026

Harrison, Peter M. C. – Müllensiefen, Daniel 2018. Development and Validation of the Computerised Adaptive Beat Alignment Test (CA-BAT). Scientific Reports 8(1): 1–19. https://doi.org/10.1038/s41598-018-30318-8

Janacsek, Karolina – Tánczos, Tímea – Mészáros, Tünde – Németh, Dezső 2009. A munkamemória új magyar nyelvű neuropszichológiai mérőeljárása: A Hallási Mondatterjedelem Teszt (HMT). Magyar Pszichologiai Szemle 64(2): 385–406. https://doi.org/10.1556/mpszle.64.2009.2.5

Kertész, Csaba – Földi, Rita – Honbolygó, Ferenc 2020. A ritmikai szinkronizáció kapcsolata a fonológiai tudatossággal és az olvasással iskolakezdő gyerekeknél. Magyar Pszichológiai Szemle 75(3): 455–476. https://doi.org/10.1556/0016.2020.00026

Kertész, Csaba – Honbolygó, Ferenc 2021. Tapping to Music Predicts Literacy Skills of First-Grade Children. Frontiers in Psychology 12: 741540. https://doi.org/10.3389/fpsyg.2021.741540

Landerl, Karin et al. 2013. Predictors of Developmental Dyslexia in European Orthographies with Varying Complexity. Journal of Child Psychology and Psychiatry and Allied Disciplines 54(6). https://doi.org/10.1111/jcpp.12029

Lê, Margaux – Quémart, Pauline – Potocki, Anna – Gimenes, Manuel – Chesnet, David – Lambert, Eric 2020. Rhythm in the Blood: The Influence of Rhythm Skills on Literacy Development in Third Graders. Journal of Experimental Child Psychology 198: 104880. https://doi.org/10.1016/j.jecp.2020.104880

Lukács, Borbála – Honbolygó, Ferenc 2021. A zenei transzferhatás kognitív és idegtudományi háttere. Az aktív zenetanulás két modelljének pszichológiai és idegtudományi hatásvizsgálata. Támogatott Kutatócsoportok Irodája. https://aktivzenetanulas.hu/wp-content/uploads/2021/03/3aktiv_zene_hatasvizsgalat_kotet_21_0305.pdf. (2024. április 26.)

Lundetræ, Kjersti – Thomson, Jenny M. 2018. Rhythm Production at School Entry as a Predictor of Poor Reading and Spelling at the End of First Grade. Reading and Writing 31(1): 215–237. https://doi.org/10.1007/s11145-017-9782-9

Moreno, Sylvain – Bialystok, Ellen – Barac, Raluca – Schellenberg, E. Glenn – Cepeda, Nicholas J. – Chau, Tom 2011. Short-Term Music Training Enhances Verbal Intelligence and Executive Function. Psychological Science 22(11): 1425–1433. https://doi.org/10.1177/0956797611416999

Ozernov-Palchik, Ola – Patel, Aniruddh D. 2018. Musical Rhythm and Reading Development: Does Beat Processing Matter? Annals of the New York Academy of Sciences 1423(1): 166–175. https://doi.org/10.1111/nyas.13853

Peng, Peng – Barnes, Marcia – Wang, CuiCui – Wang, Wei – Li, Shan – Swanson, H Lee – Dardick, William – Tao, Sha 2018. A Meta-Analysis on the Relation between Reading and Working Memory. Psychological Bulletin 144(1): 48. https://doi.org/10.1037/bul0000124

Repp, Bruno H. – Su, Yi-Huang 2013. Sensorimotor Synchronization: A Review of Recent Research (2006–2012). Psychonomic Bulletin & Review 20(3): 403–452. https://doi.org/10.3758/s13423-012-0371-2

Sándor, Ildikó – Ónodi, Béla 2023. Táncház-módszer a tanórai néptánc oktatásban. Tánc és Nevelés 4: 83–91. https://doi.org/10.46819/TN.4.1.83-91

Schwanenflugel, Paula J. – Hamilton, Anne Marie – Kuhn, Melanie R. – Wisenbaker, Joseph M. – Stahl, Steven A. 2004. Becoming a Fluent Reader: Reading Skill and Prosodic Features in the Oral Reading of Young Readers. Journal of Educational Psychology 96(1): 119–129. https://doi.org/10.1037/0022-0663.96.1.119

Tóth, Dénes – Csépe, Valéria 2008. Az olvasás fejlődése kognitív pszichológiai nézőpontból. Pszichológia 28(1): 35–52. https://doi.org/10.1556/Pszi.28.2008.1.3

Tóth, Dénes – Csépe, Valéria – Vaessen, Anniek – Blomert, Leo 2014. A diszlexia differenciáldiagnózisa. Az olvasás és helyesírás kognitív elemzése. Technikai kézikönyv. [3DM-H: Dyslexia Differential Diagnosis. Cognitive Analysis of Reading and Spelling][Hungarian]. Kogentum: Nyíregyháza, Hungary.

Woodruff Carr, Kali – White-Schwoch, Travis – Tierney, Adam T – Strait, Dana L – Kraus, Nina 2014. Beat Synchronization Predicts Neural Speech Encoding and Reading Readiness in Preschoolers. Proceedings of the National Academy of Sciences of the United States of America 111(40): 14559–14564. https://doi.org/10.1073/pnas.1406219111

Ziegler, Johannes C. – Bertrand, Daisy – Tóth, Dénes – Csépe, Valéria – Reis, Alexandra – Faísca, Luís – Saine, Nina – Lyytinen, Heikki – Vaessen, Anniek – Blomert, Leo 2010. Orthographic Depth and Its Impact on Universal Predictors of Reading: A Cross-Language Investigation. Psychological Science 21(4): 551–559. https://doi.org/10.1177/0956797610363406

(1) MTA-TTK Olvasási Nehézségek kutatócsoport weboldala. https://uton.ttk.hu (2024. április 25.)

(2) A RitMoZ tréning weboldala. https://sites.google.com/view/ritmoz-website/home (2024. április 25.)