Today marks a year of me studying for a doctoral degree, this time in Learning Analytics in K12 Education at Northcentral University. I’ve completed four courses so far and look forward to moving toward the dissertation phase of the program.
I’m still focused on music and literacy, and I’ve narrowed that focus to sensorimotor synchronization and phonological awareness. I’ve found in my research that music is simply too broad of a category as is literacy! I needed to select one aspect of each to have a truly spectacular dissertation.
Here are some articles I’m currently reading:
Anthony, J.L., Chen, Y.I., Williams, J.M., Cen, W., & Erazo, N.A. (2021). US Children’s understanding of the English alphabet: Its acquisition, conceptualization, and measurement. Journal of Educational Psychology, 113(6), 1073-1087.
Bonacina, S., Huang, S., White-Schwoch, T., Krizman, J., Nicol, T., & Kraus, N. (2021). Rhythm, reading, and sound processing in the brain in preschool children. NPJ Science of Learning, 6(1), 20.
Eccles, R., van der Linde, J., le Roux, M., Holloway, J., MacCutcheon, D., Ljung, R., & Swanepoel, D. W. (2021). Is phonological awareness related to pitch, rhythm, and speech-in-noise discrimination in young children? Language, Speech and Hearing Services in Schools, 52(1), 383-395.
Kempert, S., Götz, R., Blatter, K., Tibken, C., Artelt, C., Schneider, W., & Stanat, P. (2016). Training early literacy related skills: To which degree does a musical training contribute to phonological awareness development? Frontiers in Psychology, 7, 1803.
Kertész, C., & Honbolygó, F. (2021). Tapping to music predicts literacy skills of first-grade children. Frontiers in Psychology, 12, 741540.
