ReviewHeliyon2022
Music-based and auditory-based interventions for reading difficulties: A literature review.
Review in Heliyon, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
12 citing papers in PubMed, 30 citations in OpenAlex.
- Do sung speech and background noise affect sentence repetition in dyslexia?Cognitive processing · 2026Article
- Stability in Reading Improvement After Home-Based Multi-Componential Training for Children with Developmental Dyslexia.Brain sciences · 2026Article
- Music-Based Interventions in Childhood Hearing Loss: A Comprehensive Narrative Review.Children (Basel, Switzerland) · 2026Review
- The impact of musical training on reading ability in children: the mediating role of working memory.Frontiers in psychology · 2026Article
- Assessing the Noninferiority of a Rhythm and Language Training Serious Game Combined With Speech Therapy Versus Speech Therapy Care for Children With Dyslexia: Protocol for an Investigator-Blinded Randomized Controlled Trial.JMIR research protocols · 2025Article
- Music-mediated Pedagogy to Boost Efl Students' Listening Engagement and Fluency in Emi Contexts: A Scoping Review (2015-2025).F1000Research · 2025Article
- Enhancing text-level reading fluency and engagement in immigrant children through a structured singing-based intervention.Frontiers in psychology · 2025Article
- Neural synchronization and intervention in pre-readers who later on develop dyslexia.The European journal of neuroscience · 2023Article
- Intergenerational longitudinal associations between parental reading/musical traits, infants' auditory processing, and later phonological awareness skills.Frontiers in neuroscience · 2023Article
- Evidence of Validity and Normative Values of a New Auditory Backward Masking Test.Journal of clinical medicine · 2022Article
- Speech perception deficits and the effect of envelope-enhanced story listening combined with phonics intervention in pre-readers at risk for dyslexia.Frontiers in psychology · 2022Article
- Dyslexia Telerehabilitation during the COVID-19 Pandemic: Results of a Rhythm-Based Intervention for Reading.Children (Basel, Switzerland) · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Remediation of reading difficulties through music and auditory-based interventions in children with impairments in reading (such as developmental dyslexia) has been suggested in light of the putative neural and cognitive overlaps between the music and language domains. Several studies had explored the effect of music training on reading development, showing mixed results. However, to date, the meta-analyses on this topic did not differentiate the studies on typical children from those on children with reading difficulties. To draw a clear picture of the remedial effects of music-based and auditory-based interventions, the present review of the literature included studies on struggling readers only. Eighteen studies have been categorized according to the type of the main training activity - either specific auditory training or more broad music training - and the combination with reading exercises. The reviewed studies showed that musical and auditory interventions yielded a positive, but not consistent, effect on reading. Nevertheless, significantly larger improvements of phonological abilities, relative to the control conditions, were overall reported. These findings support the hypothesis of a transfer effect of musical and auditory training on phonological and literacy skills in children with reading difficulties.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.