The purpose of this study was to investigate the effect of instrumental and lyrical music on the reading comprehension of the students. Three sections of Grade 10 students from general sections were considered as respondents in this study. Quasiexperimental design specifically pretest-posttest non-equivalent design was used. The groups were exposed to a five-session treatment with the use of instrumental, lyrical, and no music at all. A story and a pretest-posttest researcher-made questionnaire were used in this study. Firstly, the findings revealed that the level of reading comprehension of the students was all in applied level. Secondly, there was no significant difference between the experimental and control groups. Pretest mean scores of the students in terms of literal and interpretive were at applied level. Thirdly, there was a significant difference within the experimental group 1 pretest and posttest results; however, there was no significant difference within the experimental group 2 pretest and posttest results. Fourthly, there was no significant difference within the control group pretest and posttest mean scores. Lastly, there was a significant difference between the control group and experimental group 1 mean gain scores; however, there was no significant difference between the control group and experimental group 2 mean gain scores of the students.
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