Listening to Music While Reading: How Does It Affect Your Brain?

Some people find that listening to music while reading helps them focus, while others find it distracting. The impact of background music on reading comprehension and retention varies, raising questions about how the brain processes multiple streams of information.

Neural Processing During Concurrent Auditory And Visual Tasks

When the brain processes auditory and visual stimuli simultaneously, it engages multiple neural networks that must coordinate efficiently. Reading primarily activates the visual cortex in the occipital lobe and language-processing centers in the left hemisphere, such as Broca’s and Wernicke’s areas. Listening to music recruits the auditory cortex in the temporal lobe and limbic structures involved in emotional processing. The extent to which these systems interact depends on cognitive load, attentional control, and the complexity of both the text and the music.

Research using functional magnetic resonance imaging (fMRI) and electroencephalography (EEG) shows that reading in silence concentrates brain activity in regions responsible for decoding language and constructing meaning. When background music is introduced, additional neural resources are allocated to auditory input. A study published in NeuroImage found that listening to music while reading increases activity in the dorsolateral prefrontal cortex, a region associated with working memory and attentional regulation. This suggests the brain must exert additional effort to manage both tasks, potentially affecting reading efficiency depending on cognitive capacity.

The type of music also plays a role. Instrumental music, which lacks lyrics, produces less interference with language-related brain regions than vocal music. A study in Psychonomic Bulletin & Review found that lyrical music competes for linguistic processing resources, increasing cognitive load and reducing comprehension. The brain must decode both written words and sung lyrics, which rely on overlapping neural circuits in the superior temporal gyrus. In contrast, instrumental music primarily engages auditory and emotional processing areas, allowing for better coexistence with reading-related neural activity.

Observable Changes In Reading Performance

Background music can affect reading speed, comprehension, and retention. Some individuals report improved concentration, while others experience diminished processing efficiency. Studies show that the impact of music on reading performance depends on working memory capacity, attentional control, and text complexity.

A study in Applied Cognitive Psychology examined how background music influences reading comprehension by measuring recall and analysis of text. Researchers found that music’s impact varied with material complexity. Simple, familiar texts showed minimal disruption, while dense, information-rich passages were more susceptible to interference. When cognitive demands are high, additional auditory input may divert attention from textual processing, reducing comprehension accuracy.

Reading speed is also affected. Research in Memory & Cognition found that individuals reading with lyrical music exhibited slower reading rates than those in silence. Processing lyrics alongside written words increased fixation times and regressions—when the eyes move backward to reread text. In contrast, instrumental music with steady rhythms was associated with more consistent reading speeds, suggesting the absence of competing linguistic content allows for smoother visual tracking.

Memory retention is similarly influenced. A study in Cognition assessed delayed recall under different auditory conditions. Participants who read in silence demonstrated higher recall accuracy than those exposed to music with unpredictable tempo changes or abrupt shifts in dynamics. However, those who listened to low-arousal instrumental music exhibited retention rates comparable to reading in silence, indicating that certain types of music may not significantly hinder memory consolidation.

Genre And Tempo Considerations

Music genre and tempo shape reading efficiency. Instrumental compositions with minimal dynamic variation tend to be less disruptive than music with lyrics. Classical pieces, ambient soundscapes, and soft jazz create a neutral auditory environment, allowing the brain to process visual information with less competition for linguistic resources. Lyrical music, especially in the reader’s native language, introduces verbal elements that can interfere with comprehension, as the brain attempts to process two linguistic inputs simultaneously.

Tempo influences cognitive arousal and attention. Studies in Psychophysiology show that slower tempos, typically 60 to 80 beats per minute (BPM), promote a relaxed yet focused state, which may aid sustained reading. This aligns with research on the “Mozart Effect,” where classical compositions with steady tempos and predictable structures have been linked to temporary improvements in concentration. Faster tempos exceeding 120 BPM can heighten physiological arousal, increasing alertness but potentially disrupting deep reading comprehension.

Music’s structural complexity also plays a role. Genres with intricate melodic variations, abrupt dynamic shifts, or unpredictable rhythms—such as progressive rock or freeform jazz—demand more cognitive resources, making steady reading more difficult. Conversely, minimalist compositions like lo-fi or ambient electronic music provide a consistent auditory backdrop that can help mask environmental distractions without overloading cognitive processing. This is particularly relevant in noisy settings where external sounds might otherwise disrupt concentration.

Individual Neurological Variations

The effect of background music on reading varies across individuals due to differences in neurological architecture. Cognitive traits such as working memory capacity, attentional control, and sensory processing sensitivity determine whether music aids or hinders reading. Some individuals exhibit greater cognitive flexibility, allowing them to manage auditory and linguistic input with minimal interference. Others, particularly those with lower auditory filtering efficiency, may struggle to suppress extraneous sound, leading to cognitive overload and reduced comprehension.

Neurodivergent conditions further influence this interaction. Individuals with ADHD often experience difficulty maintaining sustained attention, yet studies suggest that rhythmic, low-arousal instrumental music can enhance focus by providing a structured auditory environment. This aligns with the “optimal arousal theory,” which posits that external stimuli can help balance underactive attentional networks. Conversely, those with dyslexia may find background music more distracting, as phonological processing deficits already impose a cognitive load, making additional auditory input more taxing.