Dr. Alfred Tomatis. France, 1920-2001
Follow-up study on the effects of Tomatis method in communication, linguistic, cognitive and emmotional skills in children aged 6 - 7 Silvia Lozano Consultora Tomatis Certificada R.C.T.C. María Fernanda Lara, Ingrid Arévalo Departamento de la Comunicación Humana y sus Desórdenes Universidad Nacional de Colombia
1. Introduction 2. Method and Instruments 3. Results 4. Discussion 5. Conclusions
1. Introduction
• Previous study: descriptive of effects of Tomatis Method , on Communicative, linguistic , cognitive and emmotional skills, on 5-6 children. • Reported Results
Cognition WPPSI. Medición 1 a 4
Diferencias promedio
6 5 4
1
3
2
2
3
1 0 Cuadrados
Dibujos
Figuras Escalas
• • •
Better performance Quicklier performance Less mistakes
Laberintos
Language
Diferencias promedio
PLS-3 5 4
1
3
2
2
•
Differencies between structured and unstructured tests
•
Highest narrative levels .
3
1 0 1- 3
1- 4
1- 3
Comprensión Auditiva
1- 4
Comunicación expresiva
Escalas y Mediciones
Narrative levels/ Initial. Measurement 4 100
%
80 1
60
2
40
3
20 0 1 Groups
Phonological Awareness (Memory and Naming) Phonological Memory.Measurement 1 to 4
Average differences
6
•
Automatic skills
•
Bases of literacy.
•
Correlations with better vocabulary .
5 4
1
3
2
2
3
1 0 1 Groups
Phonological naming. Measurement 1 to 4
Average differences
250 200 150
1
100
2
50
3
0 -50
1 Groups
Phonological Awareness
• • • •
Better metalinguistic skills Bases of literacy Important in L2 acquisition . Best in Phonemic: dependant on the instruction.
Problem Statement
•
Phonological Processing and Language skills: Main predictors of sucessfull literacy:
Research questions
•
•
• •
Would the results be maintained after 8 and 12 months after last measurement? Would Tomatis Method enhance literacy?
Would the social, family and school adaptation be promoted with Tomatis Method after 10 and 14 month of having finished stimulation?
Research questions
•
Would new abilities emerge after 10 and 14 month of having finished stimulation?
•
Would academic performance improve in specific areas related to the skills evaluated in the earlier research study (mathematics, language, and second language learning)?
Objectives
•
To study long term effects of Tomatis Method and musical stimulation in language, phonological processing (phonological awareness, phonological memory and phonological ,naming), cognition and communication in 6 -7 year -old children.
Objectives
• To register the effects of Tomatis Method and the musical stimulation in literacy and academic performance. • To determine whether the results would be maintained 10 and 14 months later the end of listening training stimulation
2. Method
• Participants • Procedures
• Data Recollection and Analysis
Time Line
Participants
T1
T2
T3
T4
T5
T6
Tomatis
25
25
25
24
21
21
Music
25
25
25
24
21
22
Control
26
26
25
26
26
26
Procedures
Materials and design:
•
Evaluators
•
Assessment Protocol
Assessement Protocol
Data Analisys
•
A database was built for the analysis through the program SPSS 8.0 and STATA 9.0. Due to the explorative character of the study and the statistical power of the sample size , descriptive statistics were reckoned in the majority of cases.
•
In each stage of evaluation, it was followed a register of the means and standard deviations for each group.
Data Analisys
•
The difference between each couple of measurements at group level (differences of means).
•
Non parametrical statistical tests : – Kruskall-Wallis Statistics Test – Wilcoxon signed rank test
3. Results
• Most relevant results group 1 tomatis • Language -narrative • Phonological processing
1. 2. 3.
Phonological awareness Phonological memory Phonological naming
• Reading
•Volver a
Narrative 90 80
•
Percentage
70 60
50 40 30 20 10 0 1
2
3
4
5
Measurements
Grupo 1 Tomatis Grupo 3 Control
Grupo 2 Mozart
6
The results show that Group 1 Tomatis has the best development in the second, fourth and fifth measu rements; Group 2 Mozart in the sixth measuring and Group 3 Control at the first, third, and fifth ones.
Narrative levels
Phonological Processing PHONOLOGICAL AWARENESS 1. SYLLABIC LEVEL: concience words can be divided on syllabls: ta-ble 2. INTRASYLLABIC LEVEL: Rymes :Humpty Dumpty; Oddy Task: task, mask,fast 3. PHONEMIC LEVEL: the most abstract
Scores on Percentages
Phonological Processing
100 90 80 70 60 50 40 30 20 10 0
Syllabic Level Group 1Tomatis:
• 1
2
3
4
5
Measurements
Grupo 1 Tomatis
Grupo 2 Mozart
Grupo 3 Control
6
Greatest variability and overtakes other groupsbetter scores on 4th and 6th
Score on Percentages
Phonological Awareness
Intrasyllabic Level
80 70 60 50
Group 1 Tomatis:
40 30 20 10
•
0 1
2
3
4
5
Measurements
Grupo 1 Tomatis
Grupo 2 Mozart
Grupo 3 Control
6
In second position during 1-5 assessements, but overtakes the others on 6th.
Scores on Percentages
Phonological Awareness
80
Phonemic level
70 60
Group 1 Tomatis:
50 40 30
•
20 10
0 1
2
3
4
5
Measurements
Grupo 1 Tomatis
Grupo 2 Mozart
Grupo 3 Control
6
Better scores in assessments 3-6
Direct scores
Phonological Processing
Phonological Memory
45 40 35 30
Group 1 Tomatis:
25 20
15
•
10 5 0 1
3
4
5
Measurements
Grupo 1 Tomatis
Grupo 2 Mozart
Grupo 3 Control
6
Better scores in assessments 4-6 and less variability in assessments 5-6.
Time of answering in ms
Phonological Processing
1800
Phonological Naming
1600 1400
Group 1 Tomatis :
1200 1000
•
800 600 400 200 0 1
4
5 Measurements
Grupo 1 Tomatis Grupo 3 Control
Grupo 2 Mozart
6
Better scores on 4 and 6 assessements and greater change between 1-6; statistically relevant 5-6
Reading
•
Reading Fluency
•
Name and sound of letters
•
Word reading
•
Non-word reading
•
Sentence comprehension
Reading
•
Reading Comprehension -Narrative texts and literal questions
•
Reading Comprehension - Narrative texts with inferential questions
•
Reading Comprehension -Expositive texts with literal questions
•
Reading Comprehension -Expositive texts and inferential questions
Time reading f-Fluency
Reading
2,5
Reading Fluency
2
1,5
•
1
0,5
0 5
6
Measurements
Grupo 1 Tomatis
Grupo 2 Mozart
Grupo 3 Control
The results show that Group 1 Tomatis obtained better reading –time.
Name and Sound of letters
Reading
19
Name and sound of letters
18,5 18 17,5
•
17 16,5 16 15,5 15 5
6
Measurements
Grupo 1 Tomatis
Grupo 2 Mozart
Grupo 3 Control
Group 3 Control has better scores in both assessments as shown in Graphic , followed by Group 2 Mozart and Group 1 Tomatis.
Reading
Word Reading
Word reading •
30 25 20 15 10 5 0 5
6 Measurements
Grupo 1 Tomatis
Grupo 2 Mozart
Grupo 3 Control
As to Word Reading in Measurement 5, Group 3 Control presents better results and in Measure 6, Group 1 Tomatis overtakes both groups
Reading
Non-Word Reading
28
Non-word reading
27 26
•
25 24 23 22 5
6
Measurements
Grupo 1 Tomatis
Grupo 2 Mozart
Grupo 3 Control
Scores on NonWords Reading are higher for Group 1 Tomatis
Sentence Cmprehension
Reading
12
Sentence comprehension
10 8
•
6 4 2 0 5
6
Measurements
Grupo 1 Tomatis
Grupo 2 Mozart
Grupo 3 Control
As to Sentence Comprehension, Group 1Tomatis , shows better performances
Reading comprehension narrative text
•
Charles wanted to go to the movies to watch his favorite film but his parents didn’t g allow him to go. Very upset he went to his room and opened his hopper. For a moment he thought to get down throught the window but he realized it was too high. So he laid down on his bed for a while and at the end he went down to watch television with his parents.
Litteral Questions
• •
Where did Charles want to go? Why did he open his hopper?
Comprehension of Narrative texts -literal questions
Reading 3,5 3
Reading Comprehension -Narrative texts and literal questions
2,5 2 1,5
•
1 0,5 0 5
6 Measurements
Grupo 1 Tomatis
Grupo 2 Mozart
Grupo 3 Control
Group1Tomatis obtained the best results in both measurements
Inferencial questions
• •
Why did he consider to get down through the window ? Where did he finally go ?
Comprehension of Narrative texts inferential questions
Reading 3
Reading Comprehension - Narrative texts with inferential questions
2,5 2 1,5
•
1
0,5 0
5
6 Measurements
Grupo 1 Tomatis
Grupo 2 Mozart
Grupo 3 Control
Group3 Control has better scores in Measurement 5 , but in Measurement 6 Group 1 Tomatis overtook the other groups.
Expositive text
•
The brown bear is a very kind animal who lives in the northern forest of Spain. Even if it seems very clumsy it moves very easily and fast. It eats dried fruits that it picks-up on the trees and honey that it steals to the bees. It is very lazy as it spends all day long sleeping on winter time.
Comprehension of Expositive Texts-Lliteral Questions
Reading 3
Reading Comprehension -Expositive texts with literal questions
2,5 2 1,5
•
1 0,5 0 5
6 Measurements
Grupo 1 Tomatis
Grupo 2 Mozart
Grupo 3 Control
Group3 Control has better scores in Measurement 5 , but in Measurement 6 Group 1 Tomatis overtook the other groups.
Literal Questions
•
Where does the brown bear live?
•
How are his movements?
Comprehension of Expositive TextsInferential Questions
Reading 3
2,5
Reading Comprehension -Expositive texts and inferential questions
2
1,5
•
1
0,5 0 5
6 Measurements
Grupo 1 Tomatis Grupo 3 Control
Grupo 2 Mozart
Group3 Control has better scores in Measurement 5 , but in Measurement 6 Group 1 Tomatis overtook the other groups.
Inferencial Questions
•
What is he fed with?
•
Why is he called lazzy?
Other Tests Results
COGNITION SOCIAL-SCHOLAR ADJUSTMENT SCHOLAR PERFORMANCE LISTENING TEST
4. Discussion
• General terms: no statistical significance differences in groups performances • But: the objective of a macro study is to explore and describe the most sensitive variables to changes after being exposed to Tomatis Method stimulation • Follow-up of each of those skills through time and to observe its behavior in each group
Skill Analysis • Narrative • Phonological Processing • Reading
SKILLS ANALYSIS
Narrative In first Measurement : G 1 T , was in lower favorable conditions
the greater number of children on the descriptive level (the most primitive). • improvement in narrative levels • homogenization of the group, by contrast to those observed in Group 2 and 3
SKILLS ANALYSIS
Narrative
SKILLS ANALYSIS Phonological Awarness •
• •
Phonological Awareness – Syllabic level, – Intra-syllabic, and – Phonemical, Phonological Memory Phonological Naming
Homogenization of the group
better results in general , tendence to improve skills in all levels •
These results may explainG1T good scores in reading.
SKILLS ANALYSIS Phonological Awarness •
General terms : Group 1 Tomatis homogenizes itself through time, and increases its scores in Phonological Awareness: Awareness, Memory and Naming, and Narrative.
SKILLS ANALYSIS Phonological Awarness
SKILLS ANALYSIS Reading level G1T:
Reading
•
far better than two other groups Decoding and comprehensive skills (in spite of starting conditions) differences in decoding processes(dependant on automatic and meta processes linguistic aspects) as in comprehension (dependant on oral language comprehension and reading fluency)
•
Remark.
•
Correlation with language (narrative) and Phonological Awareness, Memory and Naming
SKILLS ANALYSIS The fall of certain results
•
> end of stimulation (Measurement 3): G1T > better performances in Manipulative Cognitive Test, Narrative and Phonological Awareness.
•
> Only Phonological Awareness and Narrative were maintained through time.
•
This fact could be interpreted as the need of reinforcing stimulation with more hours of listening training in order to achieve long term transference .
5. Conclusions
•
Most of the achievements obtained through Tomatis Method intervention are maintained in the long term.
•
Reading and writing acquisition processes are enhanced with Tomatis Method exposure,as well as in decoding components as in comprehensive.
•
It is not possible to conclude whether or not social and family adjustments are enhanced in the long term due to difficulties in those variable evaluations.
•
Ten and fourteen months later new skills emerge especially related to Reading skills.
•
Scholar performance was not a sensible variable to change.
Limits of Study •
School
•
Teachers
•
Parents
•
Children
•
Tomatis Method
•
Instruments
Limits of Study
School: a complex universe – Rythms and locations, >conditioning the stimulation and assessment (noise, examinations, tireness) >great variety of circumstances(interferences with stimulation and assessment)
Limits of Study
Children – >Phisiological interferencies (allergies,illness) – >Family circumstances
Limits of Study
Teachers - >resistance to intrusion - >apreciation of children
Limits of Study
•
Parents
Limits of Study Tomatis Method: – Objectives – Programmation:
• Groupal vs. Differenciated according to LT • Actives sessions • Limitated intensity vs. Boosters – Different attitude of Consultant – Tomatis Centers
Limits of Study
•
Instruments of measure
•
Way of looking at the Method
Recomendations
Further studies , starting from this exploratory: – Refining variables – Experimental type – Analisys of task
Toda averiguación requiere tiempo, paciencia y proporción. José Celestino Mutis
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