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Evidence shows oral language development in early childhood plays a critical role in social, behavioural and academic development and Australian research indicates that speech development difficulties are relatively common. Research suggests that participating in high quality music education from early childhood not only helps develop musical skills but also induces benefits in aspects of oral language skills, including phonological abilities. Researchers have suggested that music might be a useful and engaging form of intervention for preschool-aged children with oral language delays or disorders, however, to date little research has been conducted to test this. Underpinned by Vygotsky’s sociocultural theory, a concurrent triangulation mixed methods design, consisting of a quasi-experimental study and multiple case study, was used to learn about the effects of the “Tuning In” (TI) music program upon the phonological abilities and use of oral language of four and five-year-old ch