How Music Enhances Reading Skills
As an amateur researcher in human learning, I am constantly intrigued by the intricate ways our brains process and absorb information. Today, I would like to explore an exciting and often overlooked area of study: the relationship between music and reading skills, supported by various research findings. Research has shown that music and reading share many cognitive and neurological processes. Both activities engage our auditory processing, memory, attention, and sequencing abilities. As a result, exposure to music can significantly enhance reading skills in children and adults alike (Kraus & Chandrasekaran, 2010).
Ways music can harmonize your reading journey
- Phonemic awareness: Phonemic awareness is the ability to identify and manipulate individual sounds in spoken words. This skill is crucial for learning to read, as it allows us to connect sounds with letters and recognize words. Music, with its rhythms, melodies, and lyrics, provides an excellent platform for developing phonemic awareness. For example, songs with rhymes, alliterations, and repetitive patterns can help listeners isolate and recognize various phonemes (Anvari, Trainor, Woodside, & Levy, 2002).
- Vocabulary expansion: Music exposes us to a rich and diverse vocabulary. Listening to lyrics can introduce new words, phrases, and expressions, which can significantly expand our lexicon. A larger vocabulary not only improves reading comprehension but also enhances our ability to express ourselves in written and spoken language (Covington, 2005).
- Enhanced memory: Music has a powerful effect on our memory, as it engages multiple brain regions responsible for processing sounds, emotions, and motor functions. This multisensory engagement can help us remember new information more effectively (Wallace, 1994). In the context of reading, associating songs or melodies with specific texts can aid in recall and comprehension (Sousa, 2006).
- Improved focus and concentration: Music can help improve focus and concentration, which are essential skills for reading. Certain types of music, particularly those with a steady rhythm and moderate tempo, can create an optimal learning environment by reducing distractions and promoting attention (Hallam, Price, & Katsarou, 2002). Additionally, music can stimulate the release of dopamine, a neurotransmitter associated with pleasure and motivation, which can enhance our overall engagement with reading material (Salimpoor, Benovoy, Larcher, Dagher, & Zatorre, 2011).
- Emotional connection: Music has the unique ability to evoke emotions and create connections with listeners. When applied to reading, this emotional engagement can lead to deeper understanding and appreciation of the text (Juslin & Sloboda, 2011). For example, listening to classical music while reading a historical novel can help evoke the appropriate atmosphere and emotions, enhancing the overall reading experience (Scherer & Zentner, 2001).
Incorporating music into your reading routine
can be a simple and enjoyable way to boost your skills. Here are some suggestions on how to do so:
- Create a reading playlist: Compile a selection of songs that promote focus, inspire creativity, and evoke the desired emotions for your reading material.
- Use music in reading activities: Incorporate music into reading games, such as phoneme identification, rhyming exercises, or storytelling.
Conclusion
In conclusion, music and reading share a harmonious connection that can significantly enhance our cognitive abilities and overall learning experience. By incorporating music into our reading routines, we can unlock new levels of understanding, engagement, and enjoyment. So, go ahead and let the symphony of words and melodies guide you on your literary journey.
Related
References
Anvari, S. H., Trainor, L. J., Woodside, J., & Levy, B. A. (2002). Relations among musical skills, phonological processing, and early reading ability in preschool children. Journal of Experimental Child Psychology, 83(2), 111-130.
Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3):269-289.
Hallam, S., Price, J., & Katsarou, G. (2002). The effects of background music on primary school pupils’ task performance. Educational Studies, 28(2), 111-122.
Juslin, P. N., & Sloboda, J. A. (2011). Handbook of music and emotion: Theory, research, applications. Oxford University Press.
Kraus, N., & Chandrasekaran, B. (2010). Music training for the development of auditory skills. Nature Reviews Neuroscience, 11(8), 599-605.
Salimpoor, V. N., Benovoy, M., Larcher, K., Dagher, A., & Zatorre, R. J. (2011). Anatomically distinct dopamine release during anticipation and experience of peak emotion to music. Nature Neuroscience, 14(2), 257-262.
Scherer, K. R., & Zentner, M. (2001). Emotional effects of music: Production rules. In M. J. A. Hewstone & W. Stroebe (Eds.), Introduction to social psychology: A European perspective (pp. 361-385). Blackwell.
Sousa, D. A. (2006). How the brain learns.. Corwin Press.