Comparative analysis examined responses on a descriptive questionnaire from 267 students in grades 6, 7, and 8. The study compared duration of and participation in music instruction, types of musical instruments learned, and experience in musical ensembles to scores from the state English language arts assessment. Analysis of results included descriptive statistics and the use of the Pearson r correlation coefficient. Overall findings yielded a significant positive relationship between the study of music and reading development in middle school students. A comparison of test scores to music instruction lasting longer than two years, performance on a brass or woodwind instrument, and active participation in band and chorus reflected similar results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]