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Psychology of Music
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What's this?

The effect of piano lessons on the vocabulary and verbal sequencing skills of primary grade students

Joseph M. Piro

LONG ISLAND UNIVERSITY, USA, Joseph.Piro{at}liu.edu

Camilo Ortiz

LONG ISLAND UNIVERSITY, USA, Camilo.Ortiz{at}liu.edu

A number of studies have reported positive associations between music experience and increased abilities in non-musical (e.g., linguistic, mathematical, and spatial) domains in children. These transfer effects continue to be probed using a variety of experimental designs. The major aim of this quasi-experimental study was to examine the effects of a scaffolded music instruction program on the vocabulary and verbal sequencing skills of two cohorts of second-grade students. One group (n = 46) studied piano formally for a period of three consecutive years as part of a comprehensive instructional intervention program. The second group (n = 57) had no exposure to music lessons, either in school programs or private study. Both groups were assessed on two subtests from the Structure of Intellect (SOI) measure. Results revealed that the experimental group had significantly better vocabulary and verbal sequencing scores at post-test than did the control group. Data from this study will help to clarify the role of music study on cognition and shed light on the question of the potential of music to enhance school performance in language and literacy.

Key Words: language development • literacy skills • music cognition • music training • positive transfer

This version was published on July 1, 2009

Psychology of Music, Vol. 37, No. 3, 325-347 (2009)
DOI: 10.1177/0305735608097248
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