Abstract
There are several possible reasons to hypothesize that instruction in music may help children acquire reading skills. First, music and written text both involve formal written notation which must be read from left to right. In both cases, the written code maps onto a specific sound. Perhaps practice in reading music notation makes the reading of linguistic notation an easier task.1 Second, skill in reading requires a sensitivity to phonological distinctions, and skill in music listening requires a sensitivity to tonal distinctions. Perhaps experience in listening to music trains a general kind of auditory sensitivity that is as useful in listening to music as it is in perceiving phonological distinctions.2
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