From: Role and efficacy of music therapy in learning disability: a systematic review
Author(s), year | Country | Study design | Sample size | Age | Aim | Outcome measures |
---|---|---|---|---|---|---|
1. Riberio and Santos, 2017 [12] | Brazil | A prospective interventional trial | -EA (expected achievement in math ) n = 26 -LA (low achievement in Math) n = 20 -The data of normative study functioned as a control (untrained) group | Mean 100.09 ± 3.47 months | Verify the efficacy of a non-instrumental musical training (NIMT) in children with low achievement in math | The Zareki-R test for numerical cognition pre- and post-NIMT |
2. Habib et al., 2016 [11] | France | A prospective interventional randomized controlled trial | Study 1 and 2 -Dyslexic group (N=12). -Control group (N=22). (normal readers) | Mean 10.7 ± 17 years | Study the efficacy of the new musical training method to improve reading disorders. | The battery of reading and other psychometric tests pre and post the CMT |
3.Flaugnaco et al., 2015 [13] | Italy | A prospective interventional randomized controlled trial | -Music group (N=24). -Control group (N=22). -Total (N=26 dyslexic children). | 8–11 years | Verify that music training improves P.A. and reading skills in dyslexic children through improving temporal processing and rhythm abilities. | -Italian standardized test for reading abilities -Pseudo-words repetition test of Promea Battery for Phonological awareness -The BIA Battery for auditory attention |
4. Skeja 2014 [14] | Albania | A prospective interventional controlled trial (not randomized) | -Experimental group (N=6) -Control group (N=6) -Total (N=12 dyslexic children). | 6–7 years | Evaluate the effect of Cognitive intervention program in association with music therapy for children with learning disabilities. | Cognitive Assessment System- CAS pre- and post-training |
5. Cogo-Moreira et al., 2013 [15] | Brazil | A prospective interventional pragmatic cluster-randomized controlled trial | -Intervention schools (N=5) -Intervention music classes (N=114). -Control schools (N=5) -Control classes (N=121) -Total (N=235 dyslexic children from 10 schools) | 8–10 years Mean 9.15 ± 0.05 | Evaluate the effectiveness of music education for the improvement of reading skills and academic achievement among dyslexic children | *The Test of Phonological Awareness *A word accuracy task *A non-word accuracy task *An in-text accuracy task |
6. Register et al., 2007 [16] | USA | A prospective interventional controlled trial (Smaller pilot study on intact classroom) | -Reading disability group (N=8). -Treatment class (N=17). -Control class (N=16). (Heterogeneity of samples) | 7-8 years | Determine the efficacy of music used as a remedial strategy to enhance reading skills in 2nd-grade students and Students with (SLD) in reading. | The Gates-MacGinitie Reading Test- Fourth edition (GMRT) pre- and post-intervention |
7. Overy, 2003 [17] | The UK | -Study (1): Observational -Study (2): Prospective interventional (not controlled) trial -Study (1): Pretest control -Study (2): Control period equal to the music intervention period -No control group. | -Study (1): Participating in music project group (N=28). According to dyslexia screening test scores *Strong risk (N=6). *Mild risk (N=6). *No risk (N=6). -Study (2) Dyslexic group (N=9). | -Study (1) mean age 6.7 -Study (2) mean age 8.8 | -1ry aim: Evaluate the potential of music lessons as a support tool for dyslexic children -2ry aim: Explore the specific nature of dyslexic children’s difficulties with musical timing. | The dyslexia screening test (DST), the Wechsler Objective Reading Dimensions (WORD) tests, the Dyslexia Early Screening Test (DEST), the phonological abilities test (pat) |