Original Research

Effectiveness of music education in developing and fostering reading and writing for learners

Sakhiseni J. Yende
Reading & Writing | Vol 14, No 1 | a425 | DOI: https://doi.org/10.4102/rw.v14i1.425 | © 2023 Sakhiseni J. Yende | This work is licensed under CC Attribution 4.0
Submitted: 24 February 2023 | Published: 18 December 2023

About the author(s)

Sakhiseni J. Yende, Department of Forensic Linguistics and Multilingualism, Faculty of Arts and Humanities, University of the Western Cape, Cape Town, South Africa


Background: It is well-known, but perhaps not well documented, that after the first democratic elections in 1994, South African education was declared standard. However, poverty is widespread in rural-based schools, which negatively impacts the development of quality education for learners. This is attributed to the unique challenges that learners in rural-based schools face that affect their quality of education. Apart from inadequate state funding, insufficient resources, and underqualified teachers, learners are faced with poor reading and writing in foreign languages such as English. Furthermore, teaching language incorporating music as a supportive tool has been neglected. Music can be a powerful tool for language teaching for several reasons. This has become a significant contributor and barrier to effective education.

Objective: Therefore, from this background, this article aims to discuss the effectiveness of music education in developing and fostering reading and writing in rural-based schools.

Method: A qualitative research method was used embedded within content analysis of existing scholarly writings.

Results: Framed within music learning theory, the findings of this article reveal that music education plays an essential role in improving the readability of learners, especially in rural-based schools.

Conclusion: This article concludes by affirming that music education is essential in developing and fostering the reading and writing of languages such as English in rural-based schools. However, this calls for the Department of Basic Education (DBE) to provide a proper music infrastructure in rural-based schools.

Contribution: This article provides new insight about the role of music education in improving reading and writing for learners.


infrastructure; music education; reading; rural-based schools; writing

Sustainable Development Goal

Goal 4: Quality education


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Crossref Citations

1. Feasibility of introducing digital music skills into South African primary school curriculum
Sakhiseni J. Yende
South African Journal of Childhood Education  vol: 14  issue: 1  year: 2024  
doi: 10.4102/sajce.v14i1.1479