Evidence of songs and music helps dyslexia
Dyslexia, a specific learning disorder affecting reading and language processing, has been extensively studied to uncover effective interventions. A growing body of research highlights music and rhythm-based therapies as promising tools to support children with dyslexia. These interventions utilise the strong link between rhythm perception, phonological processing, and literacy skills. In this blog, we explore how songs, rhythm, and music can be powerful aids in helping dyslexic children improve their reading abilities.
1. Rhythm Perception and Phonological Skills
Research consistently shows that children with dyslexia struggle with processing rhythmic patterns. For example, M. Huss et al. (2011) found that difficulties in perceiving rhythmic rise times and musical metre in dyslexic children were strong predictors of deficits in phonological processing and reading skills. This connection highlights that enhancing a child’s ability to perceive and produce rhythm could directly impact their reading development positively.
Moreover, E. Flaugnacco et al. (2014) demonstrated that children with better rhythm perception and production skills also exhibited stronger reading abilities. This suggests that rhythm-based interventions, such as clapping, tapping, or moving to music, could help improve both phonological and literacy skills in dyslexic children.
2. Neural Encoding and Speech Envelope Processing
A.J. Power et al. (2016) investigated how dyslexic children process the speech envelope, which is crucial for decoding speech and language. They discovered that children with dyslexia had impaired neural encoding of speech rhythms, further reinforcing the critical role rhythm plays in language processing. Engaging children with dyslexia in rhythm-based music activities can stimulate the neural pathways responsible for processing the temporal patterns of speech, potentially enhancing their language and reading comprehension.
3. Rhythmic Interventions and Reading Improvements
Research has demonstrated that rhythmic interventions directly improve reading and spelling in children with dyslexia. J. Thomson et al. (2008) explored how rhythmic processing, including both auditory and motor rhythms, is linked to reading and spelling. By incorporating rhythm-based activities into learning routines—such as using musical instruments or engaging in handclapping songs—dyslexic children may see improvements in their reading fluency and accuracy.
In addition, A. Cancer et al. (2020) compared the effectiveness of rhythmic reading training with other interventions for dyslexia and found rhythmic training to be particularly beneficial. The ability to synchronise motor movements with auditory rhythms may help children better process and organise phonological information, which is crucial for reading success.
4. Music and Phonological Awareness
Music education has long been associated with improved phonological awareness, a key precursor to reading skills. M. Forgeard et al. (2008) found that both normal-reading children and those with dyslexia who participated in music training demonstrated enhanced phonological processing. This suggests that music training can strengthen the auditory skills necessary for distinguishing sounds in speech, ultimately leading to better reading performance.
Handclapping songs, which combine rhythm, motor skills, and language, have been shown to support language development in young children. Brodsky and Sulkin (2011) noted that these spontaneous musical activities create a natural platform for language acquisition, motor coordination, and social interaction. These activities could be adapted to target the specific needs of dyslexic children, combining fun with functional literacy development.
5. Broader Cognitive Benefits of Music
Music training also offers broader cognitive benefits, which are particularly useful for children with dyslexia. Studies such as those by Bergman Nutley, Darki, and Klingberg (2014) suggest that musical practice is associated with improved working memory. Since dyslexia often involves working memory deficits, engaging in music education can be an enjoyable way to build this critical cognitive skill.
6. The Role of Rhythm in Speech and Music Perception
Understanding rhythmic patterns in both speech and music is essential for language development. R. Cumming et al. (2015) proposed that rhythm awareness in speech and music might be an underlying mechanism for language impairments, including dyslexia. This idea suggests that by focusing on rhythm in both musical and linguistic contexts, we can help children with dyslexia improve their speech perception and, consequently, their reading abilities.
Conclusion: Music as a Multi-Sensory Tool for Dyslexia
The evidence is clear: music and rhythm-based interventions provide a rich, multi-sensory approach to supporting children with dyslexia. From enhancing phonological awareness to improving working memory and neural encoding, music offers an engaging and effective way to boost literacy skills in dyslexic learners. Integrating songs, rhythms, and musical activities into dyslexia interventions not only fosters academic growth but also builds confidence and enjoyment in the learning process.
Music truly has the power to transform the way children with dyslexia experience reading and language, providing them with new pathways to success.
References:
M. Kalashnikova et al. Delayed development of phonological constancy in toddlers at family risk for dyslexia Infant Behav Dev. (2019)
M. Huss et al. Music, rhythm, rise time perception and developmental dyslexia: Perception of musical meter predicts reading and phonology Cortex (2011)
J. Mehler et al. A precursor of language acquisition in young infants Cognition (1988)
A.J. Power et al. Neural encoding of the speech envelope by children with developmental dyslexia Brain & Language (2016)
J. Thomson et al. Rhythmic processing in children with developmental dyslexia: Auditory and motor rhythms link to reading and spelling Journal of Physiology Paris (2008)
A. Cancer et al. The effectiveness of interventions for developmental dyslexia: Rhythmic reading training compared with hemisphere-specific stimulation and action video games. Frontiers in Psychology (2020)
R. Cumming et al. Awareness of rhythm patterns in speech and music in children with specific language impairments: A new look at a perceptual hypothesis. Frontiers in Human Neuroscience (2015)
E. Flaugnacco et al. Rhythm perception and production predict reading abilities in developmental dyslexia. Frontiers in Human Neuroscience (2014)
M. Forgeard et al. The relation between music and phonological processing in normal-reading children and children with dyslexia. Music Perception: An interdisciplinary Journal (2008)
U. Goswami. Sensory theories of developmental dyslexia: three challenges for research. Nature Reviews Neuroscience (2015)
Schulte-Korne and Bruder, 2010 G. Schulte-Korne, J. Bruder. Clinical neurophysiology of visual and auditory processing in dyslexia: A review Clinical Neurophysiology, 121 (11) (2010), pp. 1794-1809
Olulade et al., 2013 O.A. Olulade, E.M. Napoliello, G.F. Eden. Abnormal visual motion processing is not a cause of dyslexia. Neuron, 79 (1) (2013), pp. 180-190.
Gross et al., 2013 J. Gross, N. Hoogenboom, G. Thut, P. Schyns, S. Panzeri, P. Belin, et al. Speech rhythms and multiplexed oscillatory sensory coding in the human brain. PLoS Biology, 11 (12) (2013), p. e1001752
Bergman Nutley S., Darki F., Klingberg T. (2014). Music practice is associated with development of working memory during childhood and adolescence. Front. Hum. Neurosci. 7:926. 10.3389/fnhum.2013.00926
Brodsky W., Sulkin I. (2011). Handclapping songs: a spontaneous platform for child development among 5–10-year-old children. Early Child Dev. Care 181, 1111–1136. 10.1080/03004430.2010.517837
Cogo-Moreira H., Andriolo R. B., Yazigi L., Ploubidis G. B., Brandão de Ávila C. R., Mari J. J. (2012). Music education for improving reading skills in children and adolescents with dyslexia. Cochrane Database Syst. Rev. 15:CD009133 10.1002/14651858.CD009133.pub2
