Page 112 - Glasbenopedagoški zbornik Akademije za glasbo v Ljubljani

effectiveness reveals which approaches are most beneficial for dyslexic children
glasbenopedagoški zbornik ◆ letnik/volume 20 ◆ številka/number 41
and which are the most applicable in school settings, including rhythm-based
exercises, singing, percussion, body movement, auditory processing tasks, and
the use of digital technologies.
Rhythm­based interventions have been conducted in four studies (n=4),
aiming to improve reading abilities in dyslexic children. The study by Habib
et al. (2016) found that rhythm-based exercises (drumming, clapping, and
rhythmic games) significantly improved reading accuracy, syllable categoriza-
tion, and phonological awareness. Flaugnacco et al. (2015), in their longitudi-
nal study, demonstrated that rhythm-based musical interventions (percussion,
rhythm syllables, body movement with music) helped dyslexic children imp-
rove phonological processing and reading skills. Ahokas et al. (2024) explored
the impact of Orff-based rhythm exercises, which emphasized (body) percussi-
on, movement, and beat synchronization, leading to improved phonological
awareness, attention, and reading skills. Zuk et al. (2018) demonstrated that
implementing tapping and synchronization tasks improved auditory-visual
memory, attention, and reading fluency. These studies suggest that rhythm-
-based stimulations, especially those incorporating movement and repetitive
patterns, can effectively support dyslexic children’s literacy development. Per-
cussion instruments have been found to be particularly effective in improving
auditory-visual memory, attention, and spelling in dyslexic children. Studies
by Bouloukou et al. (2021) and Bouloukou (2022) demonstrated that rhythm-
-based interventions (percussion instruments, bouncing a ball while walking
in rhythm, metronome sound identification) significantly enhanced cognitive
abilities and improved academic performance. Percussion activities engage stu-
dents musically involving the use of both brain hemispheres, which helps with
processing sounds and improving memory. These interventions are designed
according to the specific needs of dyslexic students, providing an individuali-
zed approach to learning.
Studies that combined rhythm and melody stimulations (n=6) have shown
that a holistic approach is the most beneficial in improving literacy and co-
gnitive processes in children with dyslexia. Christiner et al. (2022) explored
the differences in singing, musical aptitude, and language processing between
dyslexic and non-dyslexic individuals. Findings showed that dyslexic children
exhibit auditory sensory integration deficits, but tasks combining musical abi-
lity and language, like singing and tone discrimination, can help children over-
come auditory sensory integration deficits and improve language processing.
Singing and tone discrimination target the auditory processing areas of the
brain, enhancing their ability to decode written words. Di Paolo and Todino
(2023) highlighted that melodic reading, which pairs words with melody, en-
hanced word recognition and fluency in reading. These exercises engaged both
musical domains, fostering neuroplasticity and language processing. Literatu-
re reviews (Cancer & Antonietti, 2022; Di Paolo & Todino, 2023) emphasized

112