Digital rhythm training improves reading fluency in children.

Musical instrument training has been linked to improved academic and cognitive abilities in children, but it remains unclear why this occurs. Moreover, access to instrument training is not always feasible, thereby leaving less fortunate children without opportunity to benefit from such training. Although music-based video games may be more accessible to a broader population, research is lacking regarding their benefits on academic and cognitive performance. To address this gap, we assessed a custom-designed, digital rhythm training game as a proxy for instrument training to evaluate its ability to engender benefits in math and reading abilities. Furthermore, we tested for changes in core cognitive functions related to math and reading to inform how rhythm training may facilitate improved academic abilities. Classrooms of 8-9 year old children were randomized to receive either 6 weeks of rhythm training (N = 32) or classroom instruction as usual (control; N = 21). Compared to the control group, results showed that rhythm training improved reading, but not math, fluency. Assessments of cognition showed that rhythm training also led to improved rhythmic timing and language-based executive function (Stroop task), but not sustained attention, inhibitory control, or working memory. Interestingly, only the improvements in rhythmic timing correlated with improvements in reading ability. Together, these results provide novel evidence that a digital platform may serve as a proxy for musical instrument training to facilitate reading fluency in children, and that such reading improvements are related to enhanced rhythmic timing ability and not other cognitive functions associated with reading performance. RESEARCH HIGHLIGHTS: Digital rhythm training in the classroom can improve reading fluency in 8-9 year old children Improvements in reading fluency were positively correlated with enhanced rhythmic timing ability Alterations in reading fluency were not predicted by changes in other executive functions that support reading A digital platform may be a convenient and cost-effective means to provide musical rhythm training, which in turn, can facilitate academic skills.

Young Adults at the National Epicenter of the COVID-19 Outbreak: Understanding the Impact and Future Challenges of Social Distancing on Mental Health Outcomes.

OBJECTIVES: To understand the role and future implications of social distancing on mental health and substance use in young adults between the ages of 18 and 35 living in high-disease-prevalent areas of New York. METHODS: Participants completed a self-administered online survey through Qualtrics. RESULTS: 43.9% of the sample met criteria for moderate or severe anxiety, and 53.1% of the sample met criteria for moderate to severe depression. 76.1% of the sample experienced both anxiety and depressive symptoms. Despite this, the rates of lifetime mental health diagnoses, treatment, and access to mental health services were low. Rates of depression and anxiety differed across socio-demographic variables (gender, income, sexuality, education, and insurance status). Experiencing severe symptoms of the COVID-19 virus, poor coping skills, loneliness, increased alcohol use, and sleep disturbances were linked to higher rates of depression, anxiety, or both. CONCLUSION: As the first epicenter of COVID-19 in the United States, New York represents an important location for prevention researchers to learn about how COVID-19 affected a diverse population of young adults. It is essential that researchers and practitioners proactively develop early and appropriate interventions to address the ongoing mental health crisis and also plan for future crises.