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This study compares the performances of two matched groups of primary grade children on tasks of temporal and spatial abilities. One group received an intensive exposure to the Kodaly Music Training Program, while the other group did not. The results indicated that the music group performed more effectively on both temporal and spatial tasks than the non-music control group. Sex differences are also reported in which experimental group boys demonstrated a significantly better level of performance than control boys. Comparison with a second control group indicated that children receiving the Kodaly Music Program performed more effectively on reading tests than comparable groups of first graders not receiving this music instruction. This facilitative effect on reading performance was observed beyond the first grade level when the music program was continued.
Hurwitz et al. (1975) studied this question.