<p>This study investigates the impact of music-integrated instruction on English reading development among early-grade learners in Indian government schools. Using a quasi-experimental pre-test–post-test design, 83 first-grade students were assigned to one control and three experimental groups. While the control group received conventional English instruction, the experimental groups participated in music-based lessons emphasizing instrumental play, singing, or dance. Low-cost and contextually adapted resources supported the intervention, ensuring feasibility in resource-constrained classrooms. An adopted and validated English Reading Skills Questionnaire measured gains in vocabulary, grammar, and reading comprehension. Results showed significant improvements across all domains for the experimental groups, with the largest gains in comprehension, particularly in the singing and dance conditions. Vocabulary improvements were consistent across modalities, whereas grammar gains were most pronounced in the singing group. Effects were consistent across genders, highlighting the inclusivity of music-based approaches. These findings support the integration of music into early language instruction, offering a scalable, culturally resonant strategy to strengthen foundational literacy in multilingual educational settings.</p>