How Music Can Improve Reading Skills In Children

How Music Can Improve Reading Skills in Children

Historically, music has been used as a tool for people to communicate with each other. Music is a great way to tell stories, memorize information, and share thoughts and feelings. Music is a great educative tool and can improve skills in other academic areas, such as reading and writing. 

As a parent, ensuring your child has adequate reading abilities is a major concern. A child’s success in school will be significantly impacted by his or her ability to read. Even in non-literary subjects, like math, homework and tests will usually involve reading written problem-solving questions. This is why it’s important to ensure that your child is reading to the best of his or her ability. Let’s take a look at how you can improve reading skills in children with music:

Pronunciation 

Learning how to pronounce words correctly can be difficult for children, especially since we often say these words extremely quickly when we’re conversing with one another. This is why children will commonly mispronounce words such as “library” by saying “libary.”

Pronouncing words correctly is a major part of being able to read out loud. Music is a great way to address pronunciation issues because it will teach children to divide words into units. Since singers often draw out words for musical purposes, a child will be able to hear the units of that word much more clearly. Not only can music improve reading skills in children by slowing words down, it can also provide them with the opportunity to practice speaking quickly. Rap music is a great way to reduce stuttering and teach children to say difficult words more quickly.

Here’s an exercise you could do with your child to help them with their pronunciation skills:

Step 1: Choose a difficult word.

For example, the word “coordinate” may be tough for a child to pronounce. The words that your child finds difficult will depend on your child’s unique situation, so use your best judgment in this step.

Step 2: Break the word down.

The best way to approach large words like this one is to break it down into smaller units. For example, it would be helpful to pronounce “co” “or” “din” and “ate” separately, and then string them together.

Step 3: Sing.

Now that you’ve broken the word down, work with your child to sing these individual units. Sing slowly and make your pronunciation much more dramatic than it would be in the regular conversation. For example, make a very obvious “O” shape with your mouth when pronouncing the “co” unit of “coordinate.” After you’ve sung all the units, try singing the whole word.

Step 4: Pronounce the word without singing.

Once you’re child is comfortable with singing the word, it’s time to speed things up and pronounce it without the help of music. You’ll probably find that the singing helped your child understand the individual components of the word more easily than just speaking the word would have.

Reading Comprehension

You can also use music as a motivating way to encourage your child to practice reading comprehension. Since children enjoy music, reading exercises that incorporate their favorite songs will feel less tedious. Here’s a great exercise to improve reading skills in children:

Step 1: Pick a song.

Make sure you choose a song that your child loves and will want to learn inside-out. Some child-friendly musical artists are: The Beatles, Taylor Swift, and Bruno Mars. For this example, let’s pretend you’re using the song “Style” by Taylor Swift. This is a catchy song that will be sure to stick to your memory quite easily.

Step 2: Sing the song and learn the words.

This will be an enjoyable step, but is also optional because your child might already know the words to his or her favorite song. If you’d like to skip this step, try this exercise with a song your child already knows.

Step 3: Create flashcards with lines from the song.

This is where your child’s reading comprehension will come into the equation. Try writing down lines from the song on flashcards. Make sure the words are easy to read. Then, sit across from your child and show them the flashcard. Ask them to sound out the words they see and sing back the line with the correct melody.

This is a great way to encourage your child to not only sound out one word, but a group of words. Often, children will find reading a whole sentence out loud overwhelming. Try using music they know to make the sentence seem less daunting.

In Conclusion.

Remember to take things slow and use music that your child enjoys to keep them motivated. Music is a great learning tool, so if you’re interested in taking things a step further, check out this article on the best guitar for your child’s small hands.


About the Author: Natalie Wilson

Natalie WilsonNatalie Wilson is an avid music lover and guitar player who has dedicated her life to sharing what she knows on my blog, Musical Advisors. You’ll find a wide range of topics on her blog, including reviews, tutorials, and tips for musicians.

Contact Natalie at , or follow her on Twitter.

One Comment

Julie

As a young child, I really never had the opportunity to fully play music. I come from a very musical heritage. So….at age 75, I became determined that I would really get serious. So….I started playing the ukulele. It was so enjoyable, that I graduated to a 32 base accordion. To say the least, it is a challenge to not watch your hands and pay attention. I can play almost anything I have heard by ear and also can read music to boot. It has helped me regain some mental control of my life after suffering from a major stroke. The music not only provides pleasure, but it has helped me with my memory and reading skills. I highly recommend music as therapy.

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It’s the simple things that are everything. We know play, conversation, micro-connections, predictability, and having a responsive reliable relationship with at least one loving adult, can make the most profound difference in buffering and absorbing the sharp edges of the world. Not all children will get this at home. Many are receiving it from childcare or school. It all matters - so much. 

But simple isn’t always easy. 

Even for children from safe, loving, homes with engaged, loving parent/s there is so much now that can swallow our kids whole if we let it - the unsafe corners of the internet; screen time that intrudes on play, connection, stillness, sleep, and joy; social media that force feeds unsafe ideas of ‘normal’, and algorithms that hijack the way they see the world. 

They don’t need us to be perfect. They just need us to be enough. Enough to balance what they’re getting fed when they aren’t with us. Enough talking to them, playing with them, laughing with them, noticing them, enjoying them, loving and leading them. Not all the time. Just enough of the time. 

But first, we might have to actively protect the time when screens, social media, and the internet are out of their reach. Sometimes we’ll need to do this even when they fight hard against it. 

We don’t need them to agree with us. We just need to hear their anger or upset when we change what they’ve become used to. ‘I know you don’t want this and I know you’re angry at me for reducing your screen time. And it’s happening. You can be annoyed, and we’re still [putting phones and iPads in the basket from 5pm] (or whatever your new rules are).’♥️
What if schools could see every ‘difficult’ child as a child who feels unsafe? Everything would change. Everything.♥️
Consequences are about repair and restoration, and putting things right. ‘You are such a great kid. I know you would never be mean on purpose but here we are. What happened? Can you help me understand? What might you do differently next time you feel like this? How can we put this right? Do you need my help with that?’

Punishment and consequences that don’t make sense teach kids to steer around us, not how to steer themselves. We can’t guide them if they are too scared of the fallout to turn towards us when things get messy.♥️
Anxiety is driven by a lack of certainty about safety. It doesn’t mean they aren’t safe, and it certainly doesn’t mean they aren’t capable. It means they don’t feel safe enough - yet. 

The question isn’t, ‘How do we fix them?’ They aren’t broken. 

It’s, ‘How do we fix what’s happening around them to help them feel so they can feel safe enough to be brave enough?’

How can we make the environment feel safer? Sensory accommodations? Relational safety?

Or if the environment is as safe as we can make it, how can we show them that we believe so much in their safety and their capability, that they can rest in that certainty? 

They can feel anxious, and do brave. 

We want them to listen to their anxiety, check things out, but don’t always let their anxiety take the lead.

Sometimes it’s spot on. And sometimes it isn’t. Whole living is about being able to tell the difference. 

As long as they are safe, let them know you believe them, and that you believe IN them. ‘I know this feels big and I know you can handle this. We’ll do this together.’♥️

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