Objective: To explore the influence of music training on the response inhibition ability of children with developmental dysplasia, and to provide a theoretical basis for improving the response inhibition ability of children with developmental dyslexia. Methods: From September to October 2020, students from grades 3-6 in a primary school in Shenyang, Liaoning Province were selected. A total of 27 children with dyslexia were selected through literacy test and intelligence test, and 23 children with matched reading level were selected. The Go/No-go experimental paradigm was used to investigate the changes of response inhibition in children with developmental dyslexia before and after ALF music training, induding solfeggio, physical rhythm, music scene performance and chorus. Results: The results before and after music training showed that the main effect in the test stage was significant among two groups[ F(1,48)=6.13, P<0.05, η-p 2=0.11], and The accuracy of post-test [(91.80±0.80)%] was significantly higher than that of pre-test [(89.10±0.90)%]; the accuracy of the children with developmental dyslexia in response to the symbolic stimulus No-go was significantly higher in the post-test [(81.81±10.97)%] than in the pre-test [(73.78±15.26)%]( t =-2.33, P = 0.03 ); the accuracy of reading matched children s response to Chinese characters stimulation No-go was significantly better in the post-test [(85.59±12.11)%] than in the pre-test [(78.33±12.98)%]( t = -2.20, P <0.05). In terms of response time, the post-test scores of developmental dyslexia children [(444.06±77.49)ms] were significantly better than those of pre-test children [(519.01±70.75)ms], and there was no significant difference between symbol stimulus and Chinese stimulus in developmental dyslexia children ( P>0.05). Conclusion Response inhibition is deficient in children with developmental dyslexia. Compared with symbols, the response inhibition ability of Chinese characters is impaired; Music training significantly improved the inhibitory ability of signs in children with developmental dyslexia.