Akademik Veri Yönetim Sistemi
Yegah Musicology Journal, cilt.9, sa.1, ss.188-202, 2026 (Scopus)
The purpose of this study is to examine the impact of structured musical activities on phonological awareness skills in early childhood. A quasi-experimental pretest–posttest control group design was employed with 52 children aged 5-6 years. The experimental group received an eight-week structured music-based intervention program including rhythm–syllable matching, melodic repetition, pitch discrimination, prosodic practice, and tempo perception activities. Data were collected using the Mountain Shadows Phonemic Awareness Scale (MS-PAS), and analyses were conducted via Mann-Whitney U and Wilcoxon tests. The findings indicated a significant increase in the experimental group’s phonological awareness scores, whereas no significant change was observed in the control group. The results suggest that musical are an effective tool in improving phonological awareness and supporting emergent literacy skills in early childhood.