This study investigates the impact of the Do-Re-Mi music education program on the development of core literacy skills among first-year primary school students in Shangrao, Jiangxi province, China. Despite national efforts to integrate music into primary education, many rural and under-resourced regions face challenges in implementation, including limited funding, inadequate teacher training, and lack of culturally relevant materials. Using a purely quantitative research design under the Design and Development Research (DDR) framework, the study involved a sample of 60 students who participated in standardized tests assessing their literacy skills. Pearson correlation analysis was used to explore the relationships between the four key literacy dimensions. The results underscore the potential of music education to act as a catalyst for literacy development, especially in regions where traditional educational approaches may fall short. The study concludes by recommending policy attention to music teacher training, resource allocation, and curriculum integration.
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