The Sound of Language: Enhancing foundational literacy skills through music

About the study

Australia faces an ongoing national literacy crisis with declining academic outcomes (Baker, 2022; Belot, 2023; Martin, 2022). This is compounded by a decline in formal music education, despite its proven benefits in enhancing the cognitive and auditory skills that are the foundation of literacy (Guhn et al., 2020, Australian Chamber Orchestra. (n.d.)). Currently, less than fifty percent of Queensland schools have a primary music specialist (O’Shea, 2024). This project studies the impact of language-intertwined music micro-lessons on the literacy skills of students in Prep to Year 3 as part of a participatory action research study including both primary music specialist and generalist classroom teachers. 
 
In this study, the primary music teacher will collaborate with Prep to Year 3 generalist classroom teachers to deliver language-intertwined music micro lessons, specifically targeting auditory processing (including pitch and temporal processing) and executive brain functions to enhance foundational literacy skills. Over one school year, this mixed-methods participatory action research study will evaluate the influence of rhythmic, pitch, and phonemic-based music activities on students’ phonological processing, reading fluency, and literacy assessment performance. The study also includes a comprehensive professional learning program for teachers, providing them with resources and ongoing mentoring to build their capacity in using music as a pedagogical tool. The effectiveness of this musical approach will be measured using existing classroom assessments and standardised literacy tests. The study will also specifically analyse the effect on students with dyslexia and those who received the intervention at home.
 
Additionally, this project will explore student perceptions, the role of parent support, and the impact of professional learning on teaching practices. By examining the cognitive, neurological, and educational principles of the “music effect,” this study aims to provide key findings for educational reform, offering a new model for curriculum design, teacher training, and professional learning. The findings will provide essential information on the potential of language-intertwined music instruction to reduce phonological language delays and improve literacy development by using the “music effect” as a form of cognitive strength and conditioning. The study's design and data collection methods will allow it to be replicated in other schools, offering a practical solution to the national literacy crisis by re-examining the role of the primary music teacher and music education in initial teacher training.