Skip to main content

Table 1 Summary of authors’ names, year of publication, study design, sample size, age of participants, aim, and outcome measures of included studies

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)