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The objectives of this paper focus on exploring which musical stimulati-
glasbenopedagoški zbornik ◆ letnik/volume 20 ◆ številka/number 41
ons are the most effective in improving reading skills in dyslexic students and
whether they can be integrated into the educational context. In the process
of study selection we followed the designed inclusion criteria (Table 1). The
following section provides a review of previous studies (n=10) regarding the
effects of musical stimulation on enhancing literacy and language skills for
dyslexic children. The summary of study characteristics, including study desi-
gn, participants, data collection, intervention type, method, and key findings
are presented in Table 2.

Rhythm-based training

A study by Couvignou et al. (2023) examined the longitudinal relationships
between musical abilities, phonological skills, and literacy development in
children, including those with and without a family risk for dyslexia. The study
focused on whether early musical impairments influence reading difficulties
and examined the role of family risk (FR) for developing dyslexia disorder. The
study assessed 130 French-speaking children, including 31 with a family risk for
dyslexia. Assessments took place at three time-points: kindergarten, first gra-
de, and second grade. Using the LAMDA test, study evaluated respondents’
music perception (pitch/time change perception), phonology (phonological
awareness, verbal memory), and literacy (reading, spelling). Findings revealed
that early musical skills had a minimal indirect effect on later literacy, media-
ted by phonology, indicating that while music abilities relate to phonological
skills, they are not significant predictors of reading outcomes. The FR group
showed impairments in musical and phonological skills, but these deficits did
not directly cause reading difficulties, suggesting an association rather than ca-
usation. Family risk and phonological abilities were stronger predictors of rea-
ding outcomes. The study concluded that while musical impairments may coe-
xist with dyslexia risk, they are insufficient for predicting or screening dyslexia.
One study by Ahokas et al. (2024) explored the effectiveness of enhanced
rhythm training in improving reading skills and working memory performan-
ce in primary school children (6-8 years). The study examined the connecti-
on between rhythm perception and literacy skills, particularly among children
with lower initial reading levels, as they often struggle with reading and pho-
nological processing. Embodied rhythm training, integrating movement and
rhythm exercises, was examined i fit can positively impact cognitive functi-
ons that are essential to reading skills. The sample consisted of 70 children
in total aged between 6 and 8 years from a Finnish school. However, 56 par-
ticipants completed the pre- and post-intervention data in the working me-
mory and 52 participants completed literacy skill evaluations at all four me-
asurement points (pre, post, and two follow-ups). Participants were divided

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