ABSTRACT
This chapter documents and examines longitudinal relationships between accelerated musical and mathematical, reading, and social skill development in students who receive in 1st and 2nd grade training by Kodaly method for individual and group singing. The music training boosted non-musical performance in all student subgroups, but especially in students at greatest academic risk. I propose that the impacts we document depend on features of the training that lead to useful development in how musical skill is addressed mentally. This development in turn fosters related mental development supporting improved skillful behavior in other topic areas with which musical skill development interacts.
