Evidence map›Paper›PMID 25566109›Full record

ArticleFrontiers in psychology2014

Engagement in community music classes sparks neuroplasticity and language development in children from disadvantaged backgrounds.

Nina Kraus, Jane Hornickel, Dana L Strait, Jessica Slater, Elaine Thompson

Registry-linked trialAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Frontiers in psychology, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT05543031 (Effect Of Music Integrated Phonological Awareness Program On Preschool Cochlear Implant Users), which is not on this map. Cited by 25 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
25citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

NCT05543031 nacompletednot on this mapstarted 2021, after this paper: background citation

Effect Of Music Integrated Phonological Awareness Program On Preschool Cochlear Implant Users

TypeinterventionalSponsorUskudar UniversityRan2021 to 2021Enrolled46ConditionsTelerehabilitationArmsMusic-Integrated Phonological Awareness training program, Spectral-Temporally Modulated Ripple Test (SMRT), The Phonological Awareness Scale of Early Childhood Period (PASECP), Mismatch Negativity Test, Early Language Development (TELD-3)
3 · Its place in the literature

Who cites it

25 citing papers in PubMed, 1 synthesis or guideline pooled it.

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  18. The case for treatment fidelity in active music interventions: why and how.Annals of the New York Academy of Sciences · 2018
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Nina KrausAuditory Neuroscience Laboratory, Department of Communication Sciences and Disorders, Northwestern University Evanston, IL, USA ; Department of Otolaryngology, Neurobiology & Physiology and Northwestern University Interdepartmental Neuroscience Program, Northwestern University Chicago, IL, USA.
Jane HornickelAuditory Neuroscience Laboratory, Department of Communication Sciences and Disorders, Northwestern University Evanston, IL, USA ; Data Sense LLC Chicago, IL, USA.
Dana L StraitAuditory Neuroscience Laboratory, Department of Communication Sciences and Disorders, Northwestern University Evanston, IL, USA.
Jessica SlaterAuditory Neuroscience Laboratory, Department of Communication Sciences and Disorders, Northwestern University Evanston, IL, USA.
Elaine ThompsonAuditory Neuroscience Laboratory, Department of Communication Sciences and Disorders, Northwestern University Evanston, IL, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Children from disadvantaged backgrounds often face impoverished auditory environments, such as greater exposure to ambient noise and fewer opportunities to participate in complex language interactions during development. These circumstances increase their risk for academic failure and dropout. Given the academic and neural benefits associated with musicianship, music training may be one method for providing auditory enrichment to children from disadvantaged backgrounds. We followed a group of primary-school students from gang reduction zones in Los Angeles, CA, USA for 2 years as they participated in Harmony Project. By providing free community music instruction for disadvantaged children, Harmony Project promotes the healthy development of children as learners, the development of children as ambassadors of peace and understanding, and the development of stronger communities. Children who were more engaged in the music program-as defined by better attendance and classroom participation-developed stronger brain encoding of speech after 2 years than their less-engaged peers in the program. Additionally, children who were more engaged in the program showed increases in reading scores, while those less engaged did not show improvements. The neural gains accompanying music engagement were seen in the very measures of neural speech processing that are weaker in children from disadvantaged backgrounds. Our results suggest that community music programs such as Harmony Project provide a form of auditory enrichment that counteracts some of the biological adversities of growing up in poverty, and can further support community-based interventions aimed at improving child health and wellness.

Indexed as

auditory trainingcommunity music trainingelectrophysiologylow socioeconomic status/povertyreadingspeech

Identifiers

PMID25566109
PMCPMC4268440

What OpenQuestion holds

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Registered trials

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.