that vocabulary cannot explain all of the relation between music and
reading.
Regression analyses IV: Is mathematical ability involved in the relation
between music and reading?
Consistent with the trend for reduced correlations between cognitive variables
and reading in the 5-year-olds compared to the 4-year-olds described
in the last two sections, mathematical ability was correlated with phonemic
awareness, music, and reading in the 4-year-olds, but none of these relations
were significant in the 5-year-olds (Table 4). Again, this suggests that mathematical
ability is not involved in the relation between music and reading.
Regression analyses with mathematical ability entered in step 1, phonemic
awareness in step 2, and either music (for the 4-year-olds) or pitch (for the
5-year-olds) in step 3 revealed that both the addition of phonemic awareness