The Relationship between Music and Reading in Beginning Readers

Abstract

This study investigated the relationship of both phonemic and musical sound discrimination to reading ability in children in their first year at school. Awareness to changes in pitch and timbre of musical stimuli was assessed using a specially designed test of musical ability. Tests of phonemic awareness and of reading performance were also administered, with particular emphasis on ability at employing phonic skills in reading. The results support the hypothesis that discrimination of musical sounds is related to reading performance, but reveal that the influential factor in this relationship is a specific awareness of pitch changes.