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A Systematic Review of Music Intervention Studies for Remediating Reading Disorders in Children

A Systematic Review of Music Intervention Studies for Remediating Reading Disorders in Children

Presenter Name:Maria Ioanna Zavogianni

School/Affiliation:Brain Imaging Centre, Research Centre for Natural Sciences, Budapest, Hungary; Faculty of Modern Philology and Social Sciences, Multilingualism Doctoral School, University of Pannonia, Veszprém, Hungary

Co-Authors:Georgia Gerike, Lisa Hintermeier, & Daria Khanolainen


In recent years, systematic reviews (Cogo-Moreira et al., 2012; Rolka & Silverman, 2015) and a meta-analysis (Gordon et al., 2015) focused on the general improvement of reading skills in typical and struggling readers with the use of music interventions. The present systematic review aims at categorizing past music interventions for children with reading disorders in order to examine the efficacy of certain types of music activities for remediating reading difficulties. Scientific databases related to studies on music interventions for reading disorders were investigated (i.e., ERIC, PsycInfo, PsycArticles, and Medline through EBSCOhost, ScienceDirect and Scopus through Elsevier, as well as Pubmed and Web of Science); studies published in English and German until the year 2021 were considered. 738 publications were initially retrieved via the applied search strategy. After removing duplicates, 474 articles remained for title and abstract screening. In addition to these articles, 47 publications – also available for screening- were retrieved via the handsearching method. The results of the present systematic review will provide an overview about the current state of research on music interventions which are relevant for reading disorders. Finally, the present results will provide important insights for various stakeholders, like special education teachers or speech therapists whose aim is to support children with reading disorders. The present study is currently in progress.

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