Table 2 Summary of criteria of participants, settings, and interventional methods of included studies
From: Role and efficacy of music therapy in learning disability: a systematic review
Study | Participants criteria | Setting | Intervention |
|---|---|---|---|
1. Riberio and Santos, 2017 [12] | -Native Portuguese speakers, not bilingual -LA group confirmed the diagnosis of low achievement in Math |  | -Giving 14 sessions of non-instrumental musical training (NIMT), including 7 sessions of melodic activities& 7 sessions of rhythmic activities, each in 1 h, once/weak, for both LA& EA groups |
2. Habib et al., 2016 [11] | -Dyslexic group with diagnosis of severe dyslexia, receiving support in specialized classes and involved in intensive conventional rehabilitation -Preserved general intelligence | -Study (1): Outbuilding of the University Hospital -Study (2): Specialized class during school time | -Study (1): Giving Cognitive- Musical Training (CMT) sessions, 6 h/day for 3 whole days (3 sessions: 1-musical exercises 2-musical education 3-percussion) each in 45 min then dance activity for the dyslexic group without reading or writing rehabilitation -Study (2): Giving 4 interventions (2 workshops of 1 h of CMT& 2 musical workshops of 1/2 h), 3 h/week for 6 weeks |
3. Flaugnacco et al., 2015 [13] | -Native Italian language -Two dyslexic groups with diagnosis of dyslexia -Average general intelligence - Normal hearing, visual, neurological and psychological examination -Without specific language or speech developmental disorders | Local Health Service and Rehabilitation Center | -Giving music training by percussive instruments, use of rhythm syllables, rhythmic body movements& sensorimotor synchronization games for the music group -Training 2 sessions/week, each in 1 h for 30 weeks, in addition to daily conventional rehabilitation of 20 min with parents at home for both groups |
4. Skeja, 2014 [14] | Two dyslexic groups with the diagnosis of learning disability | Daycare center | -Giving music therapy- Cognitive Intervention Program to the experimental group, only cognitive intervention program to control group -Training of both in 40 sessions for 3 months for each group |
5. Cogo-Moreira et al., 2013 [15] | -All participants diagnosed as poor readers -Average non-verbal intelligence -Not receiving any speech or hearing or music therapy | Public schools | -Training of musical improvisation, composition, interpretation, creation of own music & identification of rhythm, melody and harmony, given to intervention schools only, no therapy for control schools -Giving 3 sessions/week, each in 50 min, for 5 months |
6. Register et al., 2007 [16] | Children diagnosed with the specific reading disability in the reading disability group | Classrooms of 2 Public schools | -Teaching 12 music/reading lessons including word knowledge, word decoding, reading comprehension, listening to music, singing, playing instruments& movement with music, given to treatment groups (reading disability group and treatment class) while giving normal reading program to control group -Treatment course of 3 sessions/week for 1 month |
7. Overy, 2003 [17] | -Study (1): Children participating in the music project screened for dyslexia -Study (2): Children (boys) with a diagnosis of dyslexia | - Study (1): Classroom of school participating in a music project -Study (2): Classroom of the school offering a high level of literacy and regular music lessons | - Study (1): In the music project, training sessions of 20 min, 3 sessions/week for the whole school year -Study (2): Musical training including musical games on rhythm and timing skills, group singing, understanding melodies, memory skills, and sequencing skills, given in 3 sessions/week, each in 20 min for 15 weeks |