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perceptual abilities) in the studies included activities such as frequency discri-
mination, auditory discrimination, phoneme processing, temporal synchro-
nization, non-speech rhythm, etc. The music-based interventions employed
rhythm training, singing, chanting, clapping and percussion games, rhythm
body movements, marching to the beat, and other musical games, targeting di-
fferent auditory skills (rhythm perception, reproduction and synchronization).
Integrated interventions combined music or rhythm-based training with spe-
cific reading exercises. The findings showed that studies focusing only on audi-
tory-based training showed improved auditory discrimination but had limited
transfer effects on reading. Studies employing only music-based training de-
monstrated enhanced phonological awareness, rhythm perception, and audi-
tory processing, but their impact on reading improvement was inconsistent. In
contrast, studies that combined interventions (music/auditory and reading tas-
ks) were more effective in improving reading accuracy and phonological skills Jovana Blagojević ◆ THE EFFECTS OF MUSICAL STIMULATION ON CHILDREN WITH DYSLEXIA
compared to auditory or music interventions alone. The study concluded that
integrated interventions combining music or rhythm-based training with re-
ading exercises provided the most significant improvements in reading and
phonological awareness in children and adolescents with reading difficulties.
They also found no evidence to support the significance of training duration
in affecting the efficacy of these interventions. Findings indicate that combi-
ned musical interventions enhance neural encoding of rhythm and phonologi-
cal processing, which are essential for reading development.
Di Paolo and Todino (2023) also did a systematic literature review, fol-
lowing the PRISMA-ScR method, aiming to explore the potential of combi-
ning music and new digital technologies to enhance reading and writing skil-
ls in elementary school students with dyslexia. The study selected 31 relevant
contributions and examined whether previous studies recognized the effica-
cy of music-based interventions combined with technology and how they can
support dyslexic students in their literacy development. Interventions inclu-
ded in the selected studies were focused on: (1) music and rhythmic exercises
(synchronized tapping games, rhythm patterns, intonation, pitch variation) to
enhance rhythmic skills; and (2) technological tools (voiceover functions, sou-
nd-symbol recognition) to improve sound-letter recognition and writing skil-
ls. This review demonstrated that studies employing rhythm exercises and new
technology tools significantly improved reading and writing skills in dyslexic
students. It also highlighted one of the limitations present in many selected
studies, which focus primarily on rhythm, while overlooking other aspects of
music. The research suggests that a more holistic approach in integrating music
as a whole (as an intervention) would better support diverse cognitive and le-
arning styles of students. The study underscores the importance of enhancing
technological skills in primary education and integrating digital resources to
support learning, especially for students with learning difficulties and special
educational needs. The implications suggest an inclusive educational approach

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