Music-based and auditory-based interventions for reading difficulties: A literature review

Area of Science:

• Neuroscience
• Developmental Psychology
• Education

Background:

• Reading difficulties, including developmental dyslexia, are prevalent in children.
• Potential neural and cognitive links between music and language processing suggest music-based interventions for reading remediation.
• Previous meta-analyses lacked focus on children with existing reading impairments.

Purpose of the Study:

• To review the literature on music and auditory interventions specifically for children with reading difficulties.
• To clarify the remedial effects of these interventions on literacy and phonological skills.
• To investigate the transfer effect of musical and auditory training on reading abilities.

Main Methods:

• Systematic literature review of 18 studies.
• Categorization of interventions based on training type (auditory vs. music) and inclusion of reading exercises.
• Focus exclusively on studies involving children with reading difficulties.

Main Results:

• Music and auditory interventions demonstrated a positive, though not always consistent, impact on reading.
• Significant improvements in phonological abilities were observed compared to control groups.
• Evidence supports a transfer effect from musical/auditory training to phonological and literacy skills.

Conclusions:

• Musical and auditory interventions can positively influence reading skills in struggling readers.
• Phonological improvements are a key outcome, suggesting a transfer of skills.
• These findings support the use of music and auditory training as remedial tools for dyslexia.