Musical aptitude, working memory, general intelligence and plurilingualism: When adults learn to read fluently in a foreign language

Abstract

Studies over the past two decades have provided relevant data on the relationship between music and reading abilities although they fundamentally refer to aspects of the first language reading process of young children. The foreign language reading acquisition process of adult learners has, in this sense, been less explored. Research in this area refers to working memory as a "common cognitive marker" for musical aptitude and reading ability, but little is known about the relationship between musical aptitude and silent reading fluency of adult foreign language learners, the hallmark of skilled readers. Specifically, this study seeks to determine whether musical aptitude as well as cognitive factors such as working memory, general intelligence and plurilingualism could contribute to the understanding of adults' silent reading abilities in a foreign language. For this purpose,