EFFECTS OF MUSIC-BASED INSTRUCTION ON PHONOLOGICAL AWARENESS IN PRESCHOOL CHILDREN
Küçük Resim Yok
Tarih
2026
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Tolga Karaca
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
The purpose of this study is to examine the impact of structured musical activities on phonological awareness skills in early childhood. A quasi-experimental pretest–posttest control group design was employed with 52 children aged 5-6 years. The experimental group received an eight-week structured music-based intervention program including rhythm–syllable matching, melodic repetition, pitch discrimination, prosodic practice, and tempo perception activities. Data were collected using the Mountain Shadows Phonemic Awareness Scale (MS-PAS), and analyses were conducted via Mann-Whitney U and Wilcoxon tests. The findings indicated a significant increase in the experimental group’s phonological awareness scores, whereas no significant change was observed in the control group. The results suggest that musical are an effective tool in improving phonological awareness and supporting emergent literacy skills in early childhood. © 2026, Tolga Karaca. All rights reserved.
Açıklama
Anahtar Kelimeler
early childhood education, emergent literacy, music-based activities, Phonological awareness, rhythm and melody
Kaynak
Yegah Musicology Journal
WoS Q Değeri
Scopus Q Değeri
Q4
Cilt
9
Sayı
1
