Table 3 Pearson correlations between rhythm discrimination, melody discrimination, reading ability, working memory for syllables (forward and backward), and epi- and metalinguistic phonological awareness, after removing the effects of cognitive ability (partial correlations).
From: Rhythm but not melody processing helps reading via phonological awareness and phonological memory
1 | 2 | 3 | 4 | 5 | 6 | 7 | |
|---|---|---|---|---|---|---|---|
1. Rhythm Discrimination | – | ||||||
2. Melodic Discrimination | .41*** 81.24 | – | |||||
3. Reading Ability | .30** 4.11 | .19 0.53 | – | ||||
4. Working Memory Syllables Forward | .31** 5.24 | .23 0.91 | .58*** > 100 | – | |||
5. Working Memory Syllables Backward | .21 0.72 | .31** 5.08 | .47*** > 100 | .36** 15.65 | – | ||
6. Epilinguistic Phonological Awareness | .33** 7.91 | .25* 1.39 | .55*** > 100 | .49*** > 100 | .49*** > 100 | – | |
7. Metalinguistic Phonological Awareness | .33** 7.76 | .20 0.60 | .69*** > 100 | .47*** > 100 | .45*** > 100 | .56*** > 100 | – |
