The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Music Training Increases Phonological Awareness and Reading Skills in Developmental Dyslexia: A Randomized Control Trial
Open accessAbstract
There is some evidence for a role of music training in boosting phonological awareness, word segmentation, working memory, as well as reading abilities in children with typical development. Poor performance in tasks requiring temporal processing, rhythm perception and sensorimotor synchronization seems to be a crucial factor underlying dyslexia in children. Interestingly, children with dyslexia show deficits in temporal processing, both in language and in music. Within this framework, we test the hypothesis that music training, by improving temporal processing and rhythm abilities, improves phonological awareness and reading skills in children with dyslexia. The study is a prospective, multicenter, open randomized controlled trial, consisting of test, rehabilitation and re-test (ID NCT02316873). After rehabilitation, the music group (N = 24) performed better than the control group (N = 22) in tasks assessing rhythmic abilities, phonological awareness and reading skills. This is the first randomized control trial testing the effect of music training in enhancing phonological and reading abilities in children with dyslexia. The findings show that music training can modify reading and phonological abilities even when these skills are severely impaired. Through the enhancement of temporal processing and rhythmic skills, music might become an important tool in both remediation and early intervention programs.Trial Registration: ClinicalTrials.gov NCT02316873
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Music training for the development of auditory skills
Kraus, N., & Chandrasekaran, B. (2010) · Nature Reviews Neuroscience · doi:10.1038/nrn2882 · Cited by 1,115
Anvari, S. H., Trainor, L. J., Woodside, J., & Levy, B. A. (2002) · Journal of Experimental Child Psychology · doi:10.1016/s0022-0965(02)00124-8 · Cited by 670
Pernet, C. R., Wilcox, R., & Rousselet, G. A. (2013) · Frontiers in Psychology · doi:10.3389/fpsyg.2012.00606 · Cited by 566
Improving language and literacy is a matter of time
Tallal, P. (2004) · Nature Reviews Neuroscience · doi:10.1038/nrn1499 · Cited by 488
The Education of Dyslexic Children from Childhood to Young Adulthood
Shaywitz, S. E., Morris, R., & Shaywitz, B. A. (2008) · Annual Review of Psychology · doi:10.1146/annurev.psych.59.103006.093633 · Cited by 383
Cited by
Annual Research Review: Educational neuroscience: progress and prospects
Thomas, M. S. C., Ansari, D., & Knowland, V. C. P. (2019) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.12973 · Cited by 265
Musical ability, music training, and language ability in childhood.
Swaminathan, S., & Schellenberg, E. G. (2020) · Journal of Experimental Psychology: Learning, Memory, and Cognition · doi:10.1037/xlm0000798 · Cited by 158
Cooper, P. K. (2020) · International Journal of Music Education · doi:10.1177/0255761419881495 · Cited by 76
James, C. E., Zuber, S., Dupuis-Lozeron, E., Abdili, L., Gervaise, D., & Kliegel, M. (2020) · Frontiers in Neuroscience · doi:10.3389/fnins.2020.00567 · Cited by 66
Metadata
- Authors
- Flaugnacco, E., Lopez, L., Terribili, C., Montico, M., Zoia, S., & Schön, D.
- Venue
- PLOS ONE
- Publisher
- Public Library of Science (PLoS)
- Published
- 2015-09-25
- Volume
- 10
- Issue
- 9
- Pages
- e0138715
- ISSN
- 1932-6203 (ISSN-L)
- OpenAlex
- W2194032958
- Cited by
- 336
- References
- 5
- FWCI
- 48.41
- Type
- journal article
- Language
- en
- Open access
- gold
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Music Training Increases Phonological Awareness and Reading Skills in Developmental Dyslexia: A Randomized Control Trial. https://app.cochat.ai/papers/10.1371/journal.pone.0138715
- The paper
- Flaugnacco, E., Lopez, L., Terribili, C., Montico, M., Zoia, S., & Schön, D. (2015). Music Training Increases Phonological Awareness and Reading Skills in Developmental Dyslexia: A Randomized Control Trial. PLOS ONE. https://doi.org/10.1371/journal.pone.0138715
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
