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dc.contributor.authorBouloukou, Foteini
dc.contributor.authorMarín-Díaz, Verónica
dc.contributor.authorJiménez-Fanjul, Noelia
dc.date.accessioned2024-01-25T11:33:26Z
dc.date.available2024-01-25T11:33:26Z
dc.date.issued2021
dc.identifier.issn2310-3868
dc.identifier.urihttp://hdl.handle.net/10396/26758
dc.description.abstractResearch has shown that children with dyslexia have difficulties perceiving rhythm, and that musical training can enhance their learning skills. The purpose of this research was to investigate the effectiveness of an interventional music-training program based on rhythm-perception enhancement, within the curriculum of the music course in Greece. For this purpose, this research was conducted on primary school students over a period of 12 weeks. Thirty-two students of the 4th Elementary class, diagnosed with dyslexia, participated in the study. The LAMDA (Learning Skills and Weakness Detection Software) test, a weighted tool for automated detection of learning difficulties in written and oral language, was used to assess the improvement of children. The assessment showed that the interventional music-training program improved students' performance in areas such as word recognition, grammar spelling, visual sequences and rhythm reproduction. The research findings indicate that the incorporation of an appropriately adapted music program into the primary school curriculum, as well as the use of music as a systematic treatment, may have positive effects on students with dyslexia.es_ES
dc.format.mimetypeapplication/pdfes_ES
dc.language.isoenges_ES
dc.publisherConscientia Beames_ES
dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0/es_ES
dc.sourceBouloukou, F., Marín-Díaz, V., y Jiménez-Fanjul, N. (2021). Effects of an Interventional Music Program on Linguistic Skills of Primary-School Students with Dyslexia. International Journal of Education and Practice, 9(3), 456–467. https://doi.org/10.18488/journal.61.2021.93.456-467es_ES
dc.subjectDyslexiaes_ES
dc.subjectLAMDA testes_ES
dc.subjectLearning skillses_ES
dc.subjectMusic interventiones_ES
dc.subjectPrimary-school studentses_ES
dc.subjectRhythm perceptiones_ES
dc.titleEffects of an Interventional Music Program on Linguistic Skills of Primary-School Students with Dyslexiaes_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.relation.publisherversionhttps://doi.org/10.18488/journal.61.2021.93.456-467es_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES


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