THE RELATION BETWEEN MUSIC AND PHONOLOGICAL PROCESSING IN NORMAL-READING CHILDREN AND CHILDREN WITH DYSLEXIA

By M. Forgeard, Gottfried Schlaug, Andrea C. Norton, Camilla Rosam, U. Iyengar, Ellen Winner. 2008

156 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/6d279575f5f3099e39d9ea2d8c2879e25d9dd725

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Giovanni Sala
2. Laurel J. Trainor
3. Sylvain Moreno
4. Kathleen A. Corrigall
5. Fernand R. Gobet
6. Aniruddh D. Patel

In Developmental and Educational Psychology

1. Giovanni Sala
2. Fernand R. Gobet
3. Laurel J. Trainor
4. Sylvain Moreno
5. Kathleen A. Corrigall

In Statistics and Probability

1. Laurel J. Trainor
2. Sylvain Moreno
3. Kathleen A. Corrigall
4. Giovanni Sala
5. Fernand R. Gobet

Citations in the corpus

• Associations Between Length of Music Training and Reading Skills in Children (2011, background): “However, other studies have found that both pitch and rhythm skills are associated with reading ability (e.g., Atterbury, 1985; Forgeard et al., 2008).”
• When the music's over. Does music skill transfer to children's and young adolescents' cognitive and academic skills? A meta-analysis (2017, background): “…studies have shown that music skill is associated with non-music-specific skills such as literacy (Anvari, Trainor, Woodside,& Levy, 2002; Forgeard et al., 2008), mathematics (Cheek& Smith, 1999), short-term andworking memory (Lee, Lu, & Ko, 2007), and general intelligence (Lynn, Wilson,…”
• Can Music Influence Language and Cognition? (2009, methodology): “Forgeard et al. (2008) conducted a longitudinal study with normal-reading Contemporary Music Review 341”