Abstract
Correction: At-Risk Elementary School Children with One Year of Classroom Music Instruction Are Better at Keeping a Beat
Highlights
The ability to keep a beat lies at the heart of music-making
While a child who struggles to speak his or her native language may be assessed for a language deficit, individuals who fail to develop basic musical skills are often considered “unmusical”
Abnormal rhythmic performance is associated with language deficits such as dyslexia[11,12,13] as well as attention-related deficits[14]
Summary
The ability to keep a beat lies at the heart of music-making. Though the emergence and mastery of rhythm skills can continue through to adulthood, rhythmic competence can depend greatly on the extent of engagement with music [4,5,6,7]. While a child who struggles to speak his or her native language may be assessed for a language deficit, individuals who fail to develop basic musical skills (even those engaged in musical training) are often considered “unmusical”. Performance on simple tapping tasks relates with a variety of critical abilities outside the musical domain, from cognitive and linguistic skills[8,9] to handwriting[10]. The potential for music classes to strengthen fundamental temporal processing mechanisms holds great promise for educators and clinicians
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