Integrating Theoretical Perspectives: A Narrative Review of How Music Training Enhances Word Reading

In recent decades, there has been considerable evidence suggesting that music training can improve word reading. However, the mechanisms through which music training enhances word reading remain an open question. Although various claims and hypotheses have been proposed, they are scattered across the literature. By reviewing existing research, this narrative review article identifies three possible theoretical accounts: the perceptual account, the cognitive account, and the music reading account. The central argument is that these accounts are not mutually exclusive and can be integrated into a comprehensive framework. Specifically, this article proposes an integrated model suggesting that music training improves word reading by enhancing phonological awareness, cognitive skills, and music reading abilities. Rather than dismissing any single account in favour of others, this article advocates for their integration and calls for an evaluation of their relative contributions to music-to-language transfer. Additionally, future research directions for investigating this transfer process are discussed.