This dissertation investigated whether specific music training components of pitch and rhythm had a differential effect on early literacy skills of phonological awareness, alphabet knowledge, and concept of word awareness. In addition, this study examined associations between musical aptitude and early literacy skills. The central element of this study was a quasi-experimental pre- posttest design comparing early literacy performance of two groups of kindergarten students who received 46 hours of two different types of music training: one focused on pitch and the other one on rhythm. Descriptive and inferential analyses were employed to assess within and between group differences in literacy scores due to the music trainings, and to identify potential associations between music and early literacy variables. Supplemental qualitative data were collected from the students and their teachers through observations and semi-structured interviews. Findings from the data analysis include the following: (1) the type of music training program had no significant effect on students' gains in early literacy skills, (2) students' level of musical aptitude had a significant effect on students' improvement in phonological awareness from pre- to posttest, specifically in sound matching skills, and (3) rhythm discrimination abilities predicted students' gains in sound matching skills. Evidence from this study may be used to create a framework for developing enrichment and remedial music programs to support specific areas of literacy development. Importantly, evidence from this dissertation may be used to inform decision-making processes and debate on the value and the importance of music education. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]