Music in the rehabilitation of dyslexia: the effectiveness of the "rhythmic reading training"

Author/s Serena Germagnoli, Alice Cancer, Silvia Bonacina
Publishing Year 2016 Issue 2016/1 Language Italian
Pages 15 P. 21-35 File size 100 KB
DOI 10.3280/RIP2016-001002
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

The interest in music as a tool to be used in rehabilitation has increased more and more in recent years. In a specific domain attention the effects that a music- based training can generate on reading skills in individuals with dyslexia were investigated. The aim of this contribution was to present the details of an Italian project where a music training for the rehabilitation of dyslexia has been devised. The research work led to the creation of a software, called Rhythmic Reading Training (RRT) addressed to children with reading disorders. The training is based on a rhythmic component associated with phonological processing. Results obtained in several studies are reported where the effects of the training with subjects with a diagnosis of dyslexia was tested. Findings supported the effectiveness of training in increasing the skills related to reading.

Keywords: Developmental dyslexia, training, rehabilitation, music, rhythm, efficacy.

  1. Abrams, D.A., Bhatara, A., Ryali, S., Balaban, E., Levitin, D.J., & Menon, V. (2010). Decoding temporal structure in music and speech relies on shared brain resources but elicits different fine-scale spatial patterns. Cerebral Cortex, 21(79), 1507-1518. DOI: 10.1093/cercor/bhq198
  2. Bakker, D.J., & Vinke, J. (1985). Effects of hemisphere-specific stimulation on brain activity and reading in dyslexics. Journal of Clinical and Experimental Neuropsychology, 7(5), 505-525. DOI: 10.1080/01688638508401282
  3. Bakker, D.J., & Licht, R. (1986). Learning to read: Changing horses in midstream. In G. T. Pavlidis & D. F. Fisher (Eds.), Dyslexia: Neuropsychology and treatment (pp. 87-95). London: Wiley and Sons.
  4. Bever, T.G., & Chiarello, R.J. (1974). Cerebral dominance in musicians and nonmusicians. Science, 185, 537-539. DOI: 10.1126/science.185.4150.537
  5. Bidelman, G., & Krishnan, A. (2010). Effects of reverberation on brainstem representation of speech in musicians and non-musicians. BrainRes, 1355, 112-125. DOI: 10.1016/j.brainres.2010.07.100
  6. Bonacina, S., Cancer, A., Lanzi, P.L., Lorusso, M.L., & Antonietti, A. (2015). Improving reading skills in students with dyslexia: the efficacy of a sublexical training with rhythmic background. Frontiers in Psychology, 6 (October), 1-8. DOI: 10.3389/fpsyg.2015.01510
  7. Breier, J.I., Gray, L., Fletcher, J.M., Diehl, R.L., Klaas, P., Foorman, B.R. e Molis, M.R. (2001). Perception of voice and tone onset time continua in children with dyslexia with and without attention deficit/hyperactivity disorder. Journal of Experimental Child Psychology, 80, 245-270. DOI: 10.1006/jecp.2001.2630
  8. Cancer, A. e Antonietti, A. .(2011), Integrazione del metodo sublessicale per la dislessia con attività ritmico-musicali, XX Congresso Nazionale dell’Associazione Italiana per la Ricerca e Intervento nella Psicopatologia dell’Apprendimento (AIRIPA) “I disturbi dell'apprendimento”, Prato, 21-22 Ottobre 2011, p. 107.
  9. Cancer, A., Bonacina, S., Lorusso, M.L., Lanzi, P.L., & Antonietti, A. (2016). Rhythmic Reading Training (RRT): A computer-assisted intervention program for dyslexia. In S. Serino, A. Matic, D. Giakoumis, G. Lopez & P. Cipresso (Eds.), Pervarsive computing paradigms for mental health. Cham: Springer. DOI: 10.1007/978-3-319-32270-4_25
  10. Cazzaniga, S., Re, A.M., Cornoldi, C., Poli, S. e Tressoldi, P.E. (2005), Dislessia e trattamento sublessicale, Trento, Edizioni Erickson.
  11. Corriveau, K., Pasquini, E. e Goswami, U. (2007). Basic auditory processing skills and specific language impairment: A new look at an old hypothesis. Journal of Speech, Language and Hearing Research, 50, 647-666. DOI: 10.1044/1092-4388(2007/046)
  12. Corriveau K. e Goswami U. (2009), Rhythmic motor entrainment in children with speech and language impairment: Tapping to the beat. Cortex, 45, 119-130.
  13. DOI: 10.1016/j.cortex.2007.09.008.Eckstein,K.,&Friederici,A.D.(2005).LateinteractionofsyntacticandprosodicprocessesinsentencecomprehensionasrevealedbyERPs.CognitiveBrainResearch,25,130-143.DOI:10.1016/j.cogbrainres.2005.05.003
  14. Federmeier, K.D., Wlotko, E.W., & Meyer, A.M. (2008). What’s “right” in language comprehension: event related potentials reveal right hemisphere language capabilities. Language and linguistics compass, 2, 1-17. DOI: 10.1111/j.1749-818x.2007.00042.x
  15. Forgeard, M., Schlaug, G., Norton, A., Rosam, C., Lyengar, U. e Winner, E. (2008). The relation between music and phonological processing in normalreading children and children with dyslexia. Music Perception, 25, 383-390. DOI: 10.1525/mp.2008.25.4.383
  16. Foxton, J.M., Talcott J.B., Witton, C., Brace, H., McIntyre, F. e Griffiths, T.D. (2003), Reading skills are related to global, but not local, acoustic pattern perception. Nature Neuroscience, 6, 343-344. DOI: 10.1038/nn1035
  17. Franceschini, S., Gori, S., Ruffino, M., Viola, S., Molteni, M., & Facoetti, A. (2013). Action video games make dyslexic children read better. Current Biology, 23(6), 462-466. DOI: 10.1016/j.cub.2013.01.044
  18. McMullen, E. e Saffran, J.R. (2004). Music and language: A developmental comparison. Music Perception, 21, 289-311. DOI: 10.1525/mp.2004.21.3.289
  19. Franceschini, S., Bertoni, S., Ronconi, L., Molteni, M., Gori, S., & Facoetti, A. (2015). “Shall We Play a Game?” Improving Reading Through Action Video Games in Developmental Dyslexia. Current Developmental Disorders Reports, 2(4), 318-329. DOI: 10.1007/s40474-015-0064-4
  20. Francois, C., & Schon, D. (2011). Musical expertise boosts implicit learning of both musical and linguistic structures. Cerebral Cortex, 21, 2357-2365. DOI: 10.1093/cercor/bhr022
  21. Germagnoli, S., Zorzi, C., Cancer, A., Angelini, A., & Antonietti, A. (2015). Applicazione di un training a base ritmico-sonora per bambini con dislessia. Abilitazione e Riabilitazione, 24(2), 7-25.
  22. Germagnoli, S., Bonacina, S., Cancer, A., & Antonietti, A. (in press). Dislessia e musica: dai meccanismi comuni ai trattamenti. Dislessia.
  23. Goswami, U., Thomson, J., Richardson, U., Stainthorp, R., Hughes, D., Rosen, S. e Scott, S.K. (2002). Amplitude envelope onsets and developmental dyslexia: A new hypothesis. Proceedings of the National Academy of Sciences of the United States, 99, 10911-10916. DOI: 10.1073/pnas.122368599
  24. Goswami, U., Gerson, D., & Astruc, L. (2010). Amplitude envelope perception, phonology and prosodic sensitivity in children with developmental dyslexia. Reading and Writing, 23, 995-1019. DOI: 10.1007/s11145-009-9186-6
  25. Goswami, U., Fosker, T., Huss, M., Mead, N., & Szucs, D. (2010). Rise time and formant transition duration in the discrimination of speech sounds: The Ba-Wa distinction in developmental dyslexia. Developmental Science, 14(1), 34-43. DOI: 10.1111/j.1467-7687.2010.00955.x
  26. Huss, M., Verney, J.P., Fosker, T., Mead, N., & Goswami, U. (2010). Music, rhythm, rise time perception and developmental dyslexia: Perception of musical meter predicts reading and phonology. Cortex, 47(6), 674-89. DOI: 10.1016/j.cortex.2010.07.010.Joanisse,M.F.,&Gati,J.S(2003).Overlappingneuralregionsforprocessingrapidtemporalcuesinspeechandnonspeechsignals.Neuroimage,19,64-79.DOI:10.1016/s1053-8119(03)00046-6
  27. Kishon-Rabin, L., Amir, O., Vexler, Y., & Zaltz, Y. (2001). Pitch discrimination: are professional musicians better than non-musicians? Journal of Basic and Clinical Physiology and Pharmacology. 12 (2 Suppl.), 125-143. DOI: 10.1515/jbcpp.2001.12.2.125
  28. Koelsch, S., Schroger, E. & Tervaniemi, M. (1999). Superior pre-attentive auditory processing in musicians. Neuroreport, 10, 1309-1313. DOI: 10.1097/00001756-199904260-00029
  29. Koelsch, S. e Siebel, W.A. (2005). Towards a neural basis of music perception. Trends in Cognitive Science, 9, 578-584. DOI: 10.1016/j.tics.2005.10.001
  30. Kotz, S.A., Frisch, S., von Cramon, D.Y., & Friederici, A.D. (2003). Syntactic language processing: ERP lesion data on the role of the basal ganglia. Journal of the International Neurophysiological Society, 9, 1053-1060. DOI: 10.1017/s1355617703970093
  31. Kraus, N. e Chandrasekaran, B. (2010). Music training for developmental auditory skills. Nature Reviews Neuroscience, 11, 599-605. DOI: 10.1038/nrn2882
  32. Lorusso, M.L., Facoetti, A., Paganoni, P., Pezzani, M., & Molteni, M. (2006). Effects of visual hemisphere-specific stimulation versus reading-focused training in dyslexic children. Neuropsychological Rehabilitation, 16(2), 194-212. DOI: 10.1080/09602010500145620
  33. Lorusso, M.L., Facoetti, A., & Bakker, D.J. (2011). Neuropsychological treatment of dyslexia: does type of treatment matter? Journal of Learning Disabilities, 44(2), 136-149. DOI: 10.1177/0022219410391186
  34. Marques, C., Moreno, S., Castro, S.L., & Besson, M. (2007). Musicians detect pitch violation in a foreign language better than nonmusicians: behavioural and electrophysiological evidence. Journal of Cognitive Neuroscience, 19(9), 1453-63. DOI: 10.1162/jocn.2007.19.9.1453
  35. Overy, K. (2000). Dyslexia, temporal processing and music: the potential of music as an early learning aid for dyslexic children. Psychology of Music, 28, 218-229. DOI: 10.1177/0305735600282010
  36. Overy, K. (2003). Dyslexia and music: From timing deficits to music intervention. Annals of the New York Academy of Sciences, 1060, 210-218. DOI: 10.1002/dys.233
  37. Peretz, I., & Coltheart, M. (2003). Modularity of music processing. Nature Neuroscience, 6, 688-691. DOI: 10.1038/nn1083
  38. Ramus, F. (2003). Developmental dyslexia: Specific phonological deficit or general sensorimotor dysfunction? Current Opinions in Neurobiology, 13, 212-218. DOI: 10.1016/s0959-4388(03)00035-7.Schön,D.,Magne,C.,eBesson,M.(2004).Themusicofspeech:musictrainingfacilitatespitchprocessinginbothmusicandlanguage.Psychophysiology,41,341-349.DOI:10.1111/1469-8986.00172.x
  39. Spiegel, M.F., & Watson, C.S. (1984). Performance on frequency-discrimination tasks by musicians and nonmusicians. Journal of the Acoustical Society of America, 76, 1690. DOI: 10.1121/1.391605
  40. Tallal, P. e Gaab, N. (2006). Dynamic auditory processing, musical experience and language development. Trends in Neurosciences, 29, 382-390. DOI: 10.1016/j.tins.2006.06.003
  41. Tallal, P., Miller, S. e Fitch, R.H. (1993). Neurobiological basis of speech: A case for the preeminence of temporal processing. Annals of the New York Academy of Sciences, 682, 27-47. DOI: 10.1080/03033910.1995.10558057
  42. Tervaniemi, M., Castaneda, A., Knoll, M., and Uther, M. (2006). Sound processing in amateur musicians and nonmusicians: event-related potential and behavioral indices. Neuroreport, 17, 1225-1228. DOI: 10.1097/01.wnr.0000230510.55596.8b

Serena Germagnoli, Alice Cancer, Silvia Bonacina, La musica nella riabilitazione della dislessia: dati a favore dell’efficacia del "training lettura ritmica" in "RICERCHE DI PSICOLOGIA " 1/2016, pp 21-35, DOI: 10.3280/RIP2016-001002