Explaining the Association Between Music Training and Reading in Adults

We sought to clarify whether the positive association between music lessons and reading ability is explained better by shared resources for processing pitch and temporal information, or by general cognitive abilities. Participants were native and nonnative speakers of English with varying levels of music training. We measured reading ability (comprehension and speed), music-perception skills (melody and rhythm). general cognitive ability (nonverbal intelligence, short-term memory, and working memory), and socioeconomic status (SKS; family income, parents' education). Reading ability was associated positively with music training, English as a native language, and general cognitive ability. The association between leading and music training was significant after SES, native language, and music-perception skills were controlled. After general cognitive abilities were held constant, however. there was no longer an association between leading and music training. These findings suggest that the association between leading ability and music training is a consequence of general cognitive abilities.