(Sensorimotor Synchronization & Phonological Awareness in Dyslexic Children)
References
Bégel, V., Dalla Bella, S., Devignes, Q., Vandenbergue, M., Lemaître, M.-P., & Dellacherie, D. (2022).
Rhythm as an Independent Determinant of Developmental Dyslexia. Developmental Psychology, 58(2),
339–358. doi:10.1037/dev0001293
Bhide, A., Power, A., & Goswami, U. (2013). A rhythmic musical intervention for poor readers: A comparison
of Efficacy with letter-based intervention. Mind, Brain, and Education, 7(2), 113-123.
doi:10.1111/mbe.12016
Bolduc, J., & Guay, K. (2021). Rhythmic training: An innovative approach to remediation of phonological
dyslexia. The Canadian Music Educator, 62(3), 7-10.
Bonacina, S., Krizman, J., White-Schwoch, T., Nicol, T., & Kraus, N. (2020). Distinct rhythmic abilities align
with phonological awareness and rapid naming in school age children. Cognitive Processing, 21,
575-581. doi:10.1007/s10339-020-00984-6.
Came, D. (2022). Kindergarten readiness and 3rd grade outcomes: A predictive analysis using 2015-16
WaKIDS and 2018-2019 3rd grade SBA data. Washington Office of Superintendent of Public Instruction.
Cancer, A., & Antonietti, A. (2022). Music-based and auditory based interventions for reading difficulties: A
literature review. Heliyon, 8, e09293. doi:10.1016/j.heliyon.2022.e09293
Cancer, A., Bonacina, S., Antonietti, A., Salandi, A., Molteni, M., and Lorusso, M. L. (2020). The
effectiveness of interventions for developmental dyslexia: Rhythmic reading training compared with
hemisphere-specific stimulation and action video games. Frontiers in Psychology, 11, 1158.
doi:10.3389/fpsyg.2020.01158
Kalva Medina, G. B. & Kirchner Guimarães.(2021). Reading in developmental dyslexia: The role of
phonemic awareness and executive functions. Estudos de Psicologia, 38.
doi:10.1590/1982-0275202138e180178
Kempert, S., Götz, R., Blatter, K., Tibken, C., Artelt, C., Schneider, W., & Stanat, P. (2016). Training early
literacy related skills: To which degree does muical training contribute to phonological awareness
development? Frontiers in Psychology, 7, 1803. doi:10.3389/fpsyg.2016.01803
Kertész, C. & Honbolygó, F. (2023). First school year tapping predicts children’s third-grade literacy skills.
Scientific Reports, 13, 2298. doi:10.1038/s41598-023-29367-5
Partanen, M., Siegel, L. S., & Giaschi, D. E. (2019). Longitudinal outcomes of an individualized and
intensive reading intervention for third grade students. Dyslexia (10769242), 25(3), 227–245.
doi:10.1002/dys.1616