Musical input and reading fluency in the development of written skills in Spanish learners
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Authors
- Caterina Martínez Montiel (ES) Universidad Internacional de Valencia
- Francisco Herrero-Marchancoses (ES) Universidad Jaume I https://orcid.org/0000-0003-0280-5972
- Jose Manuel Foncubierta Muriel (ES) Universidad de Huelva / KU Leuven https://orcid.org/0000-0002-7077-3303
Abstract
Music shares characteristics with language. The link between both and their impact on second language learning has been studied over the years. In this paper we focus on studying the development of writing and its relation with two variables: reading fluency and musical input. This experimental study fits within an action-research framework. The sample used on this project consisted of 13 students of Spanish with a B1 level of language proficiency. The participants were divided into two groups, one of them received musical stimulation while the other did not. Additionally, both groups were given a writing test, based on an activity created by Mario Rinvolucri, along with an oral reading fluency test. The correlational study points out that there may be a positive effect on the use of music as input added to the written text.
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