MUSIC AND LITERACY: EXAMINING THE EFFECTS OF MUSIC INSTRUCTION ON READING SKILLS IN ELEMENTARY SCHOOL

This study explores the relationship between music instruction and the development of reading skills among elementary school students. Drawing on recent research in cognitive psychology and early childhood education, the article examines how musical activities—such as rhythm exercises, singing, and structured instrumental training—support foundational literacy abilities. Music instruction is shown to enhance phonological awareness, auditory discrimination, and memory, all of which are essential components of early reading success. Additionally, rhythmic patterns and melodic structures help children recognize syllables, improve pacing, and strengthen language processing. Classroom observations and comparative assessments indicate that students who participate in regular music programs often demonstrate stronger decoding skills, higher reading fluency, and greater overall engagement in literacy tasks. The findings suggest that integrating music into the elementary curriculum can provide a meaningful and motivating pathway for improving reading outcomes. The article concludes by highlighting implications for educators and recommending further interdisciplinary research.