Integrating Theoretical Perspectives
A Narrative Review of How Music Training Enhances Word Reading
Bibliographic Data
| ID | 22043340 |
|---|---|
| Authors | William Choi (0000-0001-7981-7782, Unit of Human Communication, Learning, and Development, The University of Hong Kong, Pokfulam, Hong Kong, China), W W Choi (University of Hong Kong, corresponding author) |
| Year | 2026 |
| Volume | 16 |
| Issue | 3 |
| Pages | 449 |
| Publication date | 2026-03-16 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16030449 |
| OpenAlex | W7136180537 |
| Language | EN |
| References cited | 110 |
In recent decades, there has been considerable evidence suggesting that music training can improve word reading. However, the mechanisms through which music training enhances word reading remain an open question. Although various claims and hypotheses have been proposed, they are scattered across the literature. By reviewing existing research, this narrative review article identifies three possible theoretical accounts: the perceptual account, the cognitive account, and the music reading account. The central argument is that these accounts are not mutually exclusive and can be integrated into a comprehensive framework. Specifically, this article proposes an integrated model suggesting that music training improves word reading by enhancing phonological awareness, cognitive skills, and music reading abilities. Rather than dismissing any single account in favour of others, this article advocates for their integration and calls for an evaluation of their relative contributions to music-to-language transfer. Additionally, future research directions for investigating this transfer process are discussed
Cognition · Music psychology · Narrative · Perception · Neuroscience and Music Perception · Reading and Literacy Development · Second Language Acquisition and Learning
Notation
Bayesian Cognitive Modeling
The simple view of reading
Narrative Reviews
Semantic Processing and the Development of Word-Recognition Skills
Short-Term Music Training Enhances Verbal Intelligence and Executive Function
Rhythmic cues to speech segmentation
Why would Musical Training Benefit the Neural Encoding of Speech? The Opera Hypothesis
Changing models across cultures
Writing narrative style literature reviews
A temporal sampling framework for developmental dyslexia
DRC
Reading Ability
A distributed, developmental model of word recognition and naming.
Musical Training Influences Linguistic Abilities in 8-Year-Old Children
A Practical Guide to Causal Mediation Analysis
The Selectivity of Musical Advantage
Musical Advantage in Lexical Tone Perception Hinges on Musical Instrument
Executive functioning and word reading in Hong Kong Chinese children
Behavioral and neural rhythm sensitivities predict phonological awareness and word reading development in Chinese
The importance of phonological awareness for the development of early English reading skills among bilingual Singaporean kindergartners
Musicians’ views on the role of reading music in learning, performance, and understanding
Phonological skills and their role in learning to read
Phonemic Awareness Instruction Helps Children Learn to Read
Factors Related to Sight-Reading Accuracy
Auditory sensitivity, speech perception, L1 Chinese, and L2 English reading abilities in Hong Kong Chinese children
How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children
Examining the association between music lessons and intelligence
A Cross-Language Study of Voicing in Initial Stops
| Highly cited | No |
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