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The Effects of Musical Stimulation on Children
With Dyslexia
Učinki glasbene stimulacije na otroke z disleksijo

Jovana Blagojević
University of Ljubljana, Academy of Music,
jm78478@student.uni-lj.si

Abstract: Dyslexia affects 5­12% of school­aged children, posing challenges in reading,
spelling, and language processing. This paper explores the benefits of musical stimula­
tion in enhancing cognitive functions and reading skills in dyslexic students. Previous
research highlights that musical interventions improve phonological awareness, reading
accuracy, and cognitive processing through shared neural mechanisms between music
and reading. Integrating musical activities into educational practices can create an in­
clusive environment, supporting individualized learning aligned with Gardner’s Theory
of Multiple Intelligences. This approach promotes academic and personal growth and
diversity, offering effective strategies for overcoming challenges faced by students with
learning disabilities, promoting inclusivity in the classroom.
Keywords: dyslexia, inclusive education, musical stimulation, reading skills, rhythm

Izvleček: Disleksija prizadene 5–12% otrok šolske starosti in povzroča težave pri branju, čr­
kovanju ter jezikovnem procesiranju. Pričujoči članek raziskuje koristi glasbene stimu­
lacije oz. njen vpliv na izboljšanje kognitivnih funkcij in bralnih spretnosti pri učencih z
disleksijo. Prejšnje raziskave poudarjajo, da glasbene intervencije izboljšujejo fonološko
zavedanje, natančnost branja in kognitivno procesiranje preko skupnih nevralnih meha­
nizmov med glasbo in branjem. Integracija glasbenih dejavnosti v izobraževalne prakse
lahko ustvari vključujoče okolje, ki podpira individualizirano učenje v skladu z Gardner­
jevo teorijo o mnogoterih inteligentnostih. Tak pristop spodbuja akademski in osebni
razvoj ter raznolikost, hkrati pa ponuja učinkovite strategije za premagovanje izzivov
učencev z učnimi težavami in podpira inkluzivnost v učilnici.
Ključne besede: disleksija, inkluzivno izobraževanje, glasbena stimulacija, bralne spretnos­
ti, ritem

Introduction
yslexia remains the most prevalent learning disability among scho-
ol-aged children and it continues to draw attention to many resear-
Dchers around the world. According to the Dyslexia Compass: National
Dyslexia Measurements Across Europe Report (2022, p. 12), an estimated 5–12%
of schoolchildren are diagnosed with this learning disability, characterized

Izvirni znanstveni članek ◆ Original Scientific Article © Authors
https://doi.org/10.26493/2712-3987.20(41)97-117