A Multisensory Music Intervention for Children With Reading Disorders (RitMoZ)

RitMoZ Training: A Randomized Control Trial Study to Assess a Multisensory Music Intervention for Children With Reading Disorders in Hungary

With this study, we wish to test how effective/ beneficial music activities can be for children with dyslexia.

Studies have shown that music in the form of training (i.e., intervention) is able to facilitate linguistic processes (e.g., phonological encoding/decoding, categorical perception) and cognitive functions (e.g., working memory) in children that have dyslexia or reading difficulties. In addition to this, music trainings with a focus on entrainment can improve phonological as well as reading skills. In line with the above, we have designed and developed a music training programme. This programme, which is called RitMoZ Training (i.e., from Ritmus és Mozgás és Zene: meaning Rhythm and Movement and Music in Hungarian language), is designed for (Hungarian) children who have dyslexia or reading difficulties. In order to assess the efficacy of the music training, we are going to conduct a randomized controlled trial which consists of a pre-training phase, a training phase and a post-training phase.

reading disorders, music intervention, rhythmic stimulations, phonological processing, Event-Related Brain Potentials

12 sessions spread in the course of 1.5 months: each session has a duration of 90 minutes; each week will have 2 sessions

12 sessions spread in the course of 1.5 months: each session has a duration of 90 minutes; each week will have 2 sessions

This training is inspired by intervention concepts followed in SUVAG Polyclinic in Zagreb, Croatia and Kodaly pedagogy in Hungary. RitMoZ Training programme consists of 6 main activities: matching activity, nursery rhymes, rhythmic stimulations, music shapes, music writing and music reading. The training focuses on the perceptual overlap between language and music, embodiment and entrainment. The aim of the training is to improve characteristic features of reading disorders such as phonological awareness, perception of rhythm, phonological working memory and perception of speech sounds.

This training consists of activities which focus on practicing spelling words in a computer task; the aim is to train orthographic processing which is suggested to improve phonological awareness and phonological working memory.

For the assessment of the ability to read aloud series of high frequency words, low frequency words and pseudowords, is applied from the shortened 3DM-H (Differential Diagnostics of Dyslexia Maastricht - Hungarian adaptation). With this test, reading speed, fluency and accuracy and pseudoword accuracy are measured.

For the assessment of spelling, the present subtest is applied from the shortened version of the 3DM-H. Both spelling accuracy and reaction time are measured.

For the assessment of phoneme deletion, the present subtest is applied from the shortened version of the 3DM-H. Both accuracy and reaction time are measured.

For the assessment of letter-sound identification, the present subtest is applied from the shortened version of the 3DM-H. Both accuracy and reaction time are measured.

For the assessment of letter-sound discrimination, the present subtest is applied from the shortened version of the 3DM-H. Both accuracy and reaction time are measured.

To assess rapid naming of letters, digits and objects, the present subtest is applied from the shortened version of the 3DM-H. Here, the processing speed is measured.

The present subtest is applied from the shortened version of the 3DM-H; here, the reaction time is measured.

This is an Event-Related Potentials (ERPs) task where a speech multifeature paradigm is applied. In the current task, the amplitudes of the Mismatch Negativity (MMN) responses - which are elicited in certain time windows - are measured in every condition.

Inclusion Criteria: diagnosis of reading disorder Hungarian as native language Exclusion Criteria: comorbidities (e.g., Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD)) sensory impairment (e.g., hearing loss, low vision) cognitive impairment (e.g., panic disorder, low IQ)

This is the website which provides information and details about the intervention and the study procedure.