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Our work is based on previous evidence of the role of music in phonological awareness and in particular in how a specific learning disorder, such as dyslexia, is usually coupled with difficulties in relation to different musical skills such as temporal processing, synchronization of action to sound, discrimination of heights and the ability to segment and group rhythm patterns. We test previous findings (Flaugnacco, 2016) concerning rhythmic skills improvements in relation to enhancing reading abilities through the use of body music, activities centered on rhythm and the use of symbolic language. The study presents the results of the training that was offered to 32 Italian (1st grade) primary school pupils (aged 6). The results are compared with the results by 18 primary school pupils who were not offered the music training. In order to test the training effectiveness, psychological (Zoccolotti Test, MT Reading Test) and musical test (Stambak Test) batteries are being administered as baseline and at the end of the training (September/October 2020). Different results are found. Previous data (2019) show that after training, the music group performed better than the control group in terms of rhythm. There is also significant improvement in particular on the speed of reading ability and on denomination tasks, while data on accuracy are less encouraging although they are expected to improve by the end of the new training. The findings show music training as beneficial in school early intervention.
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