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that integrated interventions combining music and rhythmic exercises alon-
gside reading activities yield the most significant improvements in literacy. Di
Paolo and Todino (2023) highlighted the use of music-based digital platforms
that combine rhythm and reading exercises, which help students with sound-
-letter recognition and increase their engagement. These digital resources pro-
vide personalized learning experiences and immediate feedback, making them
a valuable addition to classroom settings.

Practical Application

In order to integrate musical activities into classroom settings, it requires ca-
reful alignment with the curriculum outcomes and the unique needs of stu-
dents with dyslexia. Through implementation of these activities, educators Jovana Blagojević ◆ THE EFFECTS OF MUSICAL STIMULATION ON CHILDREN WITH DYSLEXIA
can enhance the academic success and wellbeing of each student, while ac-
knowledging their cognitive, emotional, social and creative development. By
integrating a combination of rhythm- and melody-based stimulations into the
existing curriculum and lesson plans, schools can provide tailored support for
children with dyslexia, and an engaging learning environment that contributes
to their overall wellbeing. Practical implications include: (1) introducing short
and structured music sessions (15-20 minutes daily) that include rhythm exerci-
ses and singing activities as a part of a regular primary school schedule; and (2)
integrating music-based educational apps for personalized learning, with real-
-time feedback on rhythm and sound-letter associations. This holistic appro-
ach to learning promotes an inclusive educational experience, and enhances
motivation and students’ engagement, empowering all children to reach their
maximum academic performance.

Limitations

Although this paper emphasizes specific benefits of musical stimulations for
children dealing with dyslexia, there are several limitations that need to be ad-
dressed. Many of the reviewed studies involve a small sample size which limits
the generalization of findings across different populations. The duration of in-
terventions are predominantly focused on short-term effects, questioning the
sustainability of the positive effects over extended periods. The primary focus
of studies is on rhythm-based stimulations and auditory processing tasks, of-
ten overlooking the potential of including other valuable musical dimensions,
such as melody, harmony, and improvisation. There is a challenge in drawing
consistent interpretations and comparison of results because of the methodo-
logical variability, such as different assessment instruments for measuring pho-
nological awareness and literacy skills in participants. Individual differences,

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