Music.

Strahan, J. (2015). Music Education to Improve Reading Readiness in Emergent Readers. Music for Reading (pdf).

 

Anvari, S. H., Trainor, L. J., Woodside, J., & Levy, B. A. (2002). Relations among musical skills, phonological processing, and early reading ability in preschool children. Journal of Experimental Child Psychology, 83(2), 111-130. doi:10.1016/S0022-0965(02)00124-8

Backer, L. (2005). Early childhood indicators of progress: Minnesota's early learning standards, 2005. Roseville, MN: Minnesota Dept. of Education, Early Learning Services.  Retrieved from http://archive.leg.state.mn.us/docs/2005/other/050045.pdf

Berger Cardany, A. (2013). General music and the common core: A brief discussion. General Music Today, 27(1), 35-39. doi:10.1177/1048371313493288

Bhide, A., Power, A., & Goswami, U. (2013). A rhythmic musical intervention for poor readers: A comparison of efficacy with a letter-based intervention. Mind, Brain, and Education, 7(2), 113-123. doi:10.1111/mbe.12016

Bilhartz, T. D., Bruhn, R. A., & Olson, J. E. (1999). The effect of early music training on child cognitive development. Journal of Applied Developmental Psychology, 20(4), 615-636. doi:10.1016/S0193-3973(99)00033-7

Bolduc, J. (2008). The effects of music instruction on emergent literacy capacities among preschool children: A literature review. Early Childhood Research & Practice, 10 (1), 1-11.

Bolduc, J. & Montesinos-Gelet, I. (2005). Pitch processing and phonological awareness. Psychomusicology - A Journal of Research in Music Cognition, 19(1), 3-14. doi:10.1037/h0094043

Boston, B. (2000). Start the music: A report from the early childhood music summit. Retrieved from http://www.menc.org/guides/startmusic/stmreport.htm.

Butzlaff, R. (2000). Can music be used to teach reading? Journal of Aesthetic Education, 34(3/4), 167-178.

Carr, K. W., White-Schwoch, T., Tierney, A. T., Strait, D. L., & Kraus, N. (2014). Beat synchronization predicts neural speech encoding and reading readiness in preschoolers. Proceedings of the National Academy of Sciences, 111(40), 14559-14564. Retrieved from http://dx.doi.org/10.1073/pnas.1406219111

College Board, The (2012). Child development and arts education: A review of recent research and best practices. National Coalition for Core Arts Standards. Retrieved from www.nccas.wikispaces.com, www.nationalartsstandards.org

Cogo-Moreira, H., Ávila, R. B., Ploubidis, G. B., & Mari, J. d. (2013). Effectiveness of music education for the improvement of reading skills and academic achievement in young poor readers: A pragmatic cluster-randomized, controlled clinical trial. PLoS One, 8(3), 1-8. Retrieved from http://dx.doi.org.ezproxy.mnsu.edu/10.1371/journal.pone.0059984  

Common Core State Standards Initiative (CCSSI, 2015). Retrieved from http://corestandards.org on 1/26/15.

Council of Chief State School Officers, & National Governors' Association. Center for Best Practices. (CCSSO, 2010). Common core state standards initiative. Washington, DC: CCSSO Council of Chief State School Officers. Retrieved from http://www.corestandards.org/

Darrow, A., Cassidy, J., Flowers, P., Register, D., Sims, W., Standley,J, … Swedberg, O. (2009). Enhancing literacy in the second grade: Five related studies using the Register music/reading curriculum. Update: Applications of Research in Music Education, 27(2), 12-26. doi:10.1177/8755123308330044

Feierabend, J. M., & Kramer, G. M. (1986). Music for very little people: 50 playful activities for infants and toddlers. London: Boosey & Hawkes.

Feierabend, J. M. (2008). There was a man and he was mad. Chicago, IL: GIA Publications, Inc.

Gromko, J. E. (2005). The effect of music instruction on phonemic awareness in beginning readers. Journal of Research in Music Education, 53(3), 199-209. doi:10.2307/3598679

Hansen, D. & Bernstorf, E. (2002). Linking music learning to reading instruction. Music Educators Journal, 88(5), 17-52.  

Hansen, D., Bernstorf, E., & Stuber, G. M. (2004). The music and literacy connection. Lanham, MD.: Rowman & Littlefield Publishers, Inc.

Hansen, D., & Milligan, S. A. (2012). Aural skills: At the juncture of research in early reading and music literacy. Music Educators Journal, 99(2), 75-80. doi:10.1177/0027432112462894  

Hill-Clarke, K. Y., & Robinson, N. R. (2004). It's as easy as A-B-C and do-re-mi: Music, rhythm, and rhyme enhance children's literacy skills. YC Young Children, 59(5), 91-95.

Huss, M., Verney, J. P., Fosker, T., Mead, N., & Goswami, U. (2011). Music, rhythm, rise time perception and developmental dyslexia: Perception of musical meter predicts reading and phonology. Cortex, 47(6), 674-689.

Learning First Alliance. (LFA, 1998). Every child reading: An action plan of the Learning First Alliance. Learning First Alliance, 1001 Connecticut Avenue, N.W. Suite 335, Washington, DC 20036. Retrieved from www.learningfirst.org

Lucas, J. R. & Gromko, J. E. (2007). The relationship of musical pattern discrimination skill and phonemic awareness in beginning readers. Contributions to Music Education, 34, 9-17. Retrieved from https://www.questia.com/read/1P3-1466505971/the-relationship-of-musical-pattern-discrimination

Maclean, M., Bryant, P., & Bradley, L. (1987). Rhymes, nursery rhymes, and reading in early childhood. Merrill-Palmer Quarterly, 33(3), 255-281.

MENC: The National Association for Music Education. (1991). Position statement on early childhood education. Lanham, MD.: Rowman & Littlefield Publishers, Inc. Retrieved from http://musiced.nafme.org/about/position-statements/early-childhood-education/

MENC Task Force for National Standards in the Arts. (1994). The school music program: A new vision. The K-12 national standards, preK standards, and what they mean to music educators. United States. Retrieved from http://musiced.nafme.org/resources/the-school-music-program-a-new-vision/

Moats, L. C. (1999). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. American Federation of Teachers, AFL-CIO, Washington, DC (Item No. 372). Retrieved from  http://www.scribd.com/doc/27456514/Teaching-Reading-is-Rocket-Science

Moreno, S., Friesen, D., & Bialystok, E. (2011). Effect of music training on promoting preliteracy skills: Preliminary causal evidence. Music Perception: An Interdisciplinary Journal, 29(2), 165-172.  

Moritz, C., Yampolsky, S., Papadelis, G., Thomson, J., & Wolf, M. (2013). Links between early rhythm skills, musical training, and phonological awareness. Reading and Writing, 26(5), 739-769. doi:10.1007/s11145-012-9389-0

National Institute of Child Health and Human Development (NICHD), & National Reading Panel. (2000). National reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (No. 00-4769). Washington, D.C.: National Institute of Child Health and Human Development, National Institutes of Health. Retrieved from http://www.nichd.nih.gov/publications/pubs/nrp/documents/report.pdf

Parlakian, R., & Lerner, C. (2010). Beyond twinkle, twinkle: Using music with infants and toddlers. YC Young Children, 65(2), 14-19.

Peynircioglu, Z. F., Durgunoglu, A. Y., & Öney-Küsefoglu, B. (2002). Phonological awareness and musical aptitude. Journal of Research in Reading, 25(1), 68-80. doi:10.1111/1467-9817.00159

Register, D. (2001). The effects of an early intervention music curriculum on prereading/writing. Journal of Music Therapy, 38(3), 239-248. doi:10.1093/jmt/38.3.239

Rose, D., & Magnotta, M. (2012). Succeeding with high-risk K-3 populations using arts-based reading instruction: A longitudinal study. The Journal of Educational Research, 105(6), 416-430.  doi:10.1080/00220671.2011.638679

Runfola, M., Etopio, E., Hamlen, K., & Rozendal, M. (2012). Effect of music instruction on preschoolers' music achievement and emergent literacy achievement. Bulletin of the Council for Research in Music Education, (192), 7-27. doi:10.5406/bulcouresmusedu.192.0007

Strait, D., Parbery-Clark, A., O’Connell, S., & Kraus, N. (2013). Biological impact of preschool music classes on processing speech in noise. Developmental Cognitive Neuroscience, 6, 51-60.  doi:10.1016/j.dcn.2013.06.003

Strait, D. L., Hornickel, J., & Kraus, N. (2011). Subcortical processing of speech regularities underlies reading and music aptitude in children. Behavioral and Brain Functions: BBF, 7(44), 1-11. doi:10.1186/1744-9081-7-44

Tierney, A., & Kraus, N. (2013). Music training for the development of reading skills. In M. Merzenich, M. Nahum, & T. Van Vleet (Eds.), Progress in Brain Research, Vol. 207 (pp. 209-241). Burlington, VT: Academic Press. 

Trapani, I. (2012). The Bear Went Over the Mountain. New York, NY: Sky Pony Press.  

Tsang, C. D., & Conrad, N. J. (2011). Music training and reading readiness. Music Perception, 29(2), 157-163. doi:10.1525/mp.2011.29.2.157

United States Department of Education (USDOE, 2009). Great expectations: Holding ourselves and our schools accountable for results. Washington, D.C.: Office of the Secretary, U.S. Dept. of Education. Retrieved from http://www2.ed.gov/nclb/overview/importance/greatexpectations/great-expectations-book.pdf

United States Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress. (USDOE, 2013). 2013 mathematics and reading assessments. Retrieved from http://www.nationsreportcard.gov/reading_math_2013/#/state-performance

Wiggins, D. G. (2007). Pre-K music and the emergent reader: Promoting literacy in a music-enhanced environment. Early Childhood Education Journal, 35(1), 55-64.  doi: 10.1007/s10643-007-0167-6