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The relationship between phonological awareness and musical aptitude in pre‐school children was examined. In Experiment 1, Turkish children, and in Experiment 2, American children performed various phoneme deletion tasks with words in their respective native languages and with pseudo‐words. They also did initial and final tone deletion tasks with snippets of melodies. Because none of these children knew how to read, both tasks were presumed to depend largely on pure auditory skills. In general, success in the different phoneme deletion tasks reflected the characteristics of the specific languages with which the children were familiar. In addition, in both experiments, children in the high musical aptitude group did much better on all tasks than those in the low musical aptitude group, showing that success in manipulating linguistic sounds was related to awareness of distinct musical sounds.
Peynirciogˇlu et al. (Fri,) studied this question.