MUSIC AS AN AID TO LITERACY IN THE EARLY GRADES.

Abstract

This article discusses music as a pedagogical resource to support the literacy process in the early grades, considering its potential to promote more meaningful and participatory learning of reading and writing. The objective was to analyze how musical practices can contribute to the development of essential literacy skills, with emphasis on phonological awareness, expansion of linguistic repertoire, attention, and motivation to learn. The methodology adopted was bibliographic research, based on academic productions and educational documents that address literacy, reading comprehension, and music education in the school context. The results indicate that the intentional use of music, through songs, rhythmic games, and reading lyrics, facilitates the perception of speech sounds, promotes word memorization, and expands opportunities for participation, including for children with initial difficulties. It was also observed that music contributes to a more welcoming and organized learning environment, strengthening bonds, reducing anxiety, and increasing engagement in reading and writing activities. It can be concluded that the planned integration of music into daily teaching can enhance literacy by bridging the gap between oral and written language, expanding linguistic experiences, and making the process more inclusive, provided it is linked to clear objectives and teaching strategies consistent with the needs of the classes.