In this qualitative study, we look at how first-year primary students in Jiangxi, China, were able to benefit from a Do-Re-Mi music education program that targeted improving their basic reading skills. Based on theories of music education and literacy development, this study looks at how adding musical activities to the curriculum affects students' ability to read, write, and comprehend what they read. Data was gathered from the program's instructors and students through document analysis, interviews, and observations. Students' phonemic awareness, vocabulary growth, and participation in literacy activities are all positively impacted by the incorporation of Do-Re-Mi music education, according to preliminary results. In addition, the approach promotes an encouraging classroom setting that is helpful for students' overall growth. Nevertheless, obstacles including limited resources and students' varied degrees of musical ability are also mentioned. Insights into effective pedagogical techniques for educators and policymakers are provided by this study, which adds to the expanding body of literature on the junction of music education and literacy development. Implications for educational practice and suggestions for further studies are addressed.
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