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such as the severity of dyslexia among participants and their prior musical tra-
glasbenopedagoški zbornik ◆ letnik/volume 20 ◆ številka/number 41
ining, further limit the applicability of outcomes to a broader context. In or-
der to address these challenges, future studies could focus more on conducting
longitudinal research that examines the long-term effects of a broader range
of musical stimulation (apart from rhythm) on a larger and diverse sample.
Expanding the focus to include underexplored aspects of musical stimulati-
on (harmony, melody, improvisation) while providing practical guidelines and
professional training for educators, would be valuable in effective integration
of musical stimulations and strategies for supporting children with dyslexia in
an inclusive classroom.

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