Page 108 - Glasbenopedagoški zbornik Akademije za glasbo v Ljubljani

to assess rhythm, word recognition, visual sequences, and grammar. The expe-
glasbenopedagoški zbornik ◆ letnik/volume 20 ◆ številka/number 41
rimental group showed significant improvements in rhythm and recognizing
words, while the control group had minimal changes. The results suggest the
interventional musical training had a positive effect on the stimulus-recogniti-
on abilities of students with dyslexia when compared to the traditional music
classes. They emphasized that activities involving kinaesthetic, multisensory
and spatial elements were particularly effective for students with dyslexia, but
that further research needs to confirm the long-term effects of this approach.
Bouloukou (2022), building on this foundation, expanded the scope by as-
sessing broader academic learning skills such as grammar, spelling, visual sequ-
ences, and auditory-visual memory. The study aimed to improve musical per-
ception and rhythmic education in elementary school students with dyslexia
through specialized teaching methods addressing their language difficulties.
The study involved 32 dyslexic children (divided into experimental and control
groups) and 32 non-dyslexic children. The experimental dyslexic group parti-
cipated in a 12-session music intervention (20 minutes per session) while the
control group followed the standard curriculum. The effectiveness of the in-
tervention was assessed using the LAMDA test (Protopapas & Skaloumba-
kas, 2008) which evaluated skills such as image and word recognition, spelling,
text comprehension, vocabulary, working memory, non-verbal mental ability,
and perception of music characteristics (rhythm, harmony, melody). The re-
sults showed significant improvements in word recognition, grammar, spel-
ling, visual sequences, and rhythm reproduction in the experimental dyslexic
group. The study highlights the value of tailored rhythmic activities in impro-
ving auditory-visual memory, attention, concentration, and verbal abilities, po-
sitively affecting overall academic performance. Both studies emphasize the
positive effect of rhythm-based music training on dyslexic students, with the
study from 2022 including broader language and cognitive skills, undersco-
ring the need for an inclusive music curriculum to support the cognitive deve-
lopment of dyslexic children.

Combined rhythm and melody-training

The literature review by Cancer and Antonietti (2022) examined the specific
effects of music-based and auditory-based interventions on reading difficulti-
es in children and adolescents. They selected studies (n=18) published in the
last fifty years and categorized them into four distinct groups according to the
main component of the interventions they employed: (1) auditory processing
training only; (2) auditory and reading training combined; (3) music training
only; and (4) music and reading training combined. The study evaluated the
outcomes of selected research using standardized tests on reading, phonolo-
gical awareness, and related skills. The auditory-based interventions (training

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