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The Importance of Musical Activities for Children
with Dyslexia – Previous Research

Recent studies have increasingly highlighted the connection between mu-
sic and cognitive development, particularly in children with dyslexia, Studi-
es exploring the relationship between music and reading skills (Besson et al.,
2011; Cogo-Moreira et al., 2012; Corrigall & Trainer, 2011; Flaugnacco et al.,
2015; Herholz & Zatorre, 2012; Münte et al., 2002) have shown that the brain
of a musician is an excellent example of neuroplasticity. Research demonstrates
that music engages various cognitive processes, including attention, memory,
auditory perception, and motor coordination, which are domains frequently
impaired in children with dyslexia. Musical stimulation has shown a positive
correlation with improvements in speech perception, reading, and overall co- Jovana Blagojević ◆ THE EFFECTS OF MUSICAL STIMULATION ON CHILDREN WITH DYSLEXIA
gnitive development.

Table 1
Eligibility criteria

Item Inclusion criteria Exclusion criteria
Participants Dyslexic individuals Only healthy individuals (non-
-dyslexic)
Individuals with low-reading level Sample without group of dyslexic
individuals
Children, adolescents, and young adults Individuals under 6 years
Studies with single-group design (only
dyslexic individuals)
Studies with comparison group (both Adults and older adults
dyslexic and non-dyslexic individuals)
Concept Studies including music stimulations/ Exclude music stimulations/inter-
interventions (rhythm, singing, move- ventions
ment)
Studies focusing on reading difficulties/ Music interventions unrelated to
literacy development reading difficulties/literacy develo-
pment
No interventions/observational study
Correlation of dyslexia and music
Context Studies published in the English Studies published in non-English
language languages
Evidence Qualitative, quantitative, mixed Studies published before 2015
sources method approaches, case studies, syste-
matic reviews.
Studies published from 2015-2024

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