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Cited by 256Diverse Music Education InsightsReading and Literacy DevelopmentNeuroscience and Music Perception

Does Music Training Enhance Literacy Skills? A Meta-Analysis

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Gordon, Reyna L., Fehd, Hilda M., McCandliss, Bruce D.·2015·Frontiers in Psychology
DOI 10.3389/fpsyg.2015.01777PMC PMC4664655
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Abstract

Children's engagement in music practice is associated with enhancements in literacy-related language skills, as demonstrated by multiple reports of correlation across these two domains. Training studies have tested whether engaging in music training directly transfers benefit to children's literacy skill development. Results of such studies, however, are mixed. Interpretation of these mixed results is made more complex by the fact that a wide range of literacy-related outcome measures are used across these studies. Here, we address these challenges via a meta-analytic approach. A comprehensive literature review of peer-reviewed music training studies was built around key criteria needed to test the direct transfer hypothesis, including: (a) inclusion of music training vs. control groups; (b) inclusion of pre- vs. post-comparison measures, and (c) indication that reading instruction was held constant across groups. Thirteen studies were identified (n = 901). Two classes of outcome measures emerged with sufficient overlap to support meta-analysis: phonological awareness and reading fluency. Hours of training, age, and type of control intervention were examined as potential moderators. Results supported the hypothesis that music training leads to gains in phonological awareness skills. The effect isolated by contrasting gains in music training vs. gains in control was small relative to the large variance in these skills (d = 0.2). Interestingly, analyses revealed that transfer effects for rhyming skills tended to grow stronger with increased hours of training. In contrast, no significant aggregate transfer effect emerged for reading fluency measures, despite some studies reporting large training effects. The potential influence of other study design factors were considered, including intervention design, IQ, and SES. Results are discussed in the context of emerging findings that music training may enhance literacy development via changes in brain mechanisms that support both music and language cognition.

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  • Gordon et al. (2015) reviewed 12 studies (n = 901) assessing the effects of music training on language-related skills and found an overall effect that was small but significant (d = 0.20).

    “Gordon et al. (2015) reviewed 12 studies (n = 901) assessing the effects of music training on language-related skills. The overall effect was small but significant (d¯ = 0.20).”

    From Cognitive and academic benefits of music training with children: A multilevel meta-analysis (2020) · cites this paper as Gordon et al. (2015)

    The Literature search reports 12 qualifying papers, coded as 13 independent study samples; the participant counts in Table 1 sum to 901. The Results report a small, significant effect of d = 0.20 for phonological awareness, not for language-related skills overall. The Discussion says the separate reading-fluency effect was not significant. (LLM, conf=0.88)

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Cited by

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Authors
Gordon, R. L., Fehd, H. M., & McCandliss, B. D.
Affiliations
  • Vanderbilt University Medical Center (US)
  • Vanderbilt University (US)
  • Stanford University (US)
Corresponding author
Gordon, Reyna L.
ORCID
Venue
Frontiers in Psychology
Publisher
Frontiers Media SA
Published
2015-12-01
Volume
6
Pages
1777-1777
ISSN
1664-1078 (ISSN-L)
DOI
10.3389/fpsyg.2015.01777
PMC
PMC4664655
OpenAlex
W2181547561
Cited by
256
References
4
Citations by year
2026: 35 · 2025: 27 · 2024: 23 · 2023: 19 · 2022: 24 · 2021: 27 · 2020: 18 · 2019: 19 · 2018: 46 · 2017: 10 · 2016: 6 · 2014: 1 · 2013: 1
FWCI
95.46
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • Frontiers in Psychology (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
  • National Institutes of Health (R01DC007694, UL1 TR000445)
  • Vanderbilt Institute for Clinical and Translational Research
Topics
  • Social Sciences › Arts and Humanities › Music › Diverse Music Education Insights
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Neuroscience and Music Perception
Keywords
musical training, literacy skills, phonological awareness, reading fluency, cross-domain transfer, rhyme, reading instruction, children, training hours

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