Received: MaAccepted: SeptemPublished: September 25, 2015Ĭopyright: © 2015 Flaugnacco et al. PLoS ONE 10(9):Įditor: Sygal Amitay, MRC Institute of Hearing Research, UNITED KINGDOM Through the enhancement of temporal processing and rhythmic skills, music might become an important tool in both remediation and early intervention programs.Ĭitation: Flaugnacco E, Lopez L, Terribili C, Montico M, Zoia S, Schön D (2015) Music Training Increases Phonological Awareness and Reading Skills in Developmental Dyslexia: A Randomized Control Trial. The findings show that music training can modify reading and phonological abilities even when these skills are severely impaired. This is the first randomized control trial testing the effect of music training in enhancing phonological and reading abilities in children with dyslexia. After rehabilitation, the music group (N = 24) performed better than the control group (N = 22) in tasks assessing rhythmic abilities, phonological awareness and reading skills. The study is a prospective, multicenter, open randomized controlled trial, consisting of test, rehabilitation and re-test (ID NCT02316873). Within this framework, we test the hypothesis that music training, by improving temporal processing and rhythm abilities, improves phonological awareness and reading skills in children with dyslexia. Interestingly, children with dyslexia show deficits in temporal processing, both in language and in music. Poor performance in tasks requiring temporal processing, rhythm perception and sensorimotor synchronization seems to be a crucial factor underlying dyslexia in children. There is some evidence for a role of music training in boosting phonological awareness, word segmentation, working memory, as well as reading abilities in children with typical development.
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