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awareness, syllable categorization, and reading accuracy during the CMT pe-
riod, particularly for tasks related to phonemic boundaries and discriminati-
on. Findings showed minimal effects on visual-spatial skills, writing, and me-
mory. These improvements were maintained even after the programme ended,
suggesting that the training had beneficial, lasting effects on certain cognitive
skills linked to reading difficulties.
A recent study by Christiner et al. (2022) primarily explored the music-
-related factors, focusing on differences in singing, musical aptitude, and tone
language ability (Mandarin) between adolescents and young adults with and
without dyslexia. Considering the shared characteristics of music and langua-
ge, the study aimed to identify distinct mechanisms for language processing in
both the dyslexic (n=26) and control group (n=26). In order to assess langua-
ge ability, the study employed Mandarin tone-discrimination, syllable recogni-
tion, and syllable pronunciation tasks. None of the participants were familiar Jovana Blagojević ◆ THE EFFECTS OF MUSICAL STIMULATION ON CHILDREN WITH DYSLEXIA
with the Mandarin language and they were all German-speakers. The parti-
cipants’ musical aptitude was evaluated using Gordon’s Advanced Measures
of Musical Audiation (AMMA test), and their singing ability was examined
by professional singers, according to melody accuracy, vocal range, voice qu-
ality, and rhythm. Another task for participants was to report their singing
behaviour during the childhood and adolescence period. Brain responses (P1,
N1, P2) to various instrumental and artificial tones were recorded using neu-
rophysiological measurements (MEG) to examine auditory processing, atten-
tion, and learning. The study found significant differences between the two
groups. Dyslexic participants showed prolonged P1, N1, and P2 responses, in-
dicating slower and less efficient auditory processing. They also scored less in
Mandarin pronunciation, tone discrimination, singing ability and overall mu-
sical ability than the control group, suggesting that dyslexia affects both langu-
age and musical sounds processing. Tasks combining sound-symbol correspon-
dence (recognizing tonal changes in Mandarin) and musical ability (singing)
were particularly effective in distinguishing dyslexic from non-dyslexic indivi-
duals. The study concluded that dyslexia involves auditory sensory integration
deficits, and musical training could help improve auditory processing and lan-
guage abilities in individuals with dyslexia.

Conclusion

Musical training has shown a tremendous effect on enhancing cognitive fun-
ctions, phonological processing, and literacy skills in children with dyslexia.
Numerous studies have highlighted the importance of integrating music sti-
mulations into educational practices to provide a creative and effective approa-
ch to support children with learning disabilities, offering benefits that extend
beyond traditional teaching methods. Comparing these interventions and their

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