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Musical motivation in early reading and writing of the Croatian language

Interdisciplinary research in the field of music and its rootedness in the substrate sciences of early reading and writing (Fisher and McDonald, 2001 ; Butzlaff, 2000, Gromko, 2005 ; Forgeard et al, 2008 ; Moritz et al. 2012 ; ) confirm that intensive and active musical activity concurrent with early Croatian language/mother tongue teaching influences the development of phonological awareness, enhances rhythm skills and improves cognitive abilities. Research of the processes of early reading and writing (Bežen 2011 ; Budinski, Kolar Billege 2012) produces methodological standards, systems and methods in the teaching of early reading and writing. Based on these neuroscientific/neurolinguistic findings, contemporary methods of teaching early reading and writing in the mother tongue take account of all human senses included in the process of phonological acquisition, as well as the acquisition of letters, reading and writing. Patel’s “OPERA hypothesis” 2011 (Overlap- Precision-Emotion-Repetition-Attention), which includes overlapping of the neuron networks in the speech and music processing centres, music pacing higher demands on these shared networks than does speech, in terms of the precision of processing, positive emotions elicited by music activity, repetitiveness in music which strengthens neuron networks and focuses attention demanded by the perception of music itself, gave us the incentive to incorporate a pronounced auditive element in the musical motivation segment of the capital and lower-case letter teaching (monograph approach) in the existing method of early learning of reading and writing a mother tongue. The goal of the research was to collect initial data on the phonological awareness and the influence of music in the musical motivation segment of the capital and lower-case letter teaching. Research problems encompass recording of differences in the initial phonological awareness, influence of music onto sound-letter association and graphic formulation of letters in both, experimental and control group. The initial hypothesis is that teaching early reading and writing employing musical motivation is statistically more successful than traditional teaching methodology (experimental and control group). Results of the research are based on the normalities of distribution of measured variables using a Kolmogorov-Smirnov test ; there were no deviations from the normal Gauss distribution. Based on the thus obtained data on the initial state of phonological awareness, musical motivation is introduced in the introductory segment of the Croatian language class (early reading and writing). Students learn a song saturated with a sound to be learned. Concurrently, the song serves as a motivation as its lyrics describe the graphic image of the letter, provide the words and contexts used in the textbook, and its harmonious and simple melody has an emotional impact on students motivating them to learn both, the sound and the graphic image of the letter. Singing, students learn kinaesthetically as they move to illustrate the song. This methodical procedure and the implementation of the process itself combine the synergy theories in methodology (Bežen 2011) of early reading and writing, and the interdisciplinary (visual, auditive and kinaesthetic) approach to teaching.

Musical motivation in early reading and writing of the Croatian language

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