Abstract:

The contribution intends to present the results of a scoping review, conducted to understand the state of the art with respect to the relationship between music, new technologies to improve the learning of students with dyslexia of Primary School. Using the PRISMA-ScR method, a sampling was made of those contributions currently present on the web and extrapolated from search engines such as Eric, Scopus, JSTOR, Google Trends, ACM, Sage Journal and Worldcat. 338 scientific contributions were analysed, from which those most relevant to the topic were selected based on previously chosen indicators. It emerged from the studies that, although there is an attempt to use music synergistically with digital in order to work with students with dyslexia, the use of music is mainly related to the use of elements linked to rhythm [1] [2] [3] [4], leaving little room for sound understood as melody, as the construction of sound in order to be linked to other melodic structures that can allow the improvement of skills such as progress in reading as well as writing, through sound stimulus as well as rhythmic. The hope, therefore, for future studies, will be to focus attention on further elements of sound, new vicarious experiments [5] [6], i.e., focused on the diversified use of each sound element to achieve certain objectives, to offer greater support in respect of a didactics that is for everyone [7].


References:
[1] S. Bonacina, A. Cancer, P. Lanzi, M. L. Lorusso, and A. Antonietti, Improving reading skills in students with dyslexia: the efficacy of a sublexical training with rhythmic background, Frontiers in psychology, 6, 1510, 2015.
[2] M. Goffredo, I. Bernabucci, C.Lucarelli, S.Conforto, M.Schmid, M. M.Nera, and B. Grasselli, Evaluation of a motion-based platform for practicing phonological awareness of preschool children, Journal of Educational Computing Research, 54(5), 595-618, 2016.
[3] V. Bégel, A. Seilles, and S.Dalla Bella, Rhythm Workers: A music-based serious game for training rhythm skills, Music & Science, 1, 2059204318794369, 2018.
[4] M. Martins, S.Silva, and S. L. Castro, Perceiving Rhythmic Repetition and Change Across Development: Effects of Concurrent Pitch, Empirical Studies of the Arts, 38(2), 212-235, 2020.
[5] A. Berthoz, and S. Ferraresi, La vicarianza: il nostro cervello creatore di mondi, Torino: Codice, 2015.
[6] M. Sibilio, Vicarianza e didattica, Corpo, cognizione, insegnamento, Brescia: La Scuola, 2017.
[7] M. Sibilio, and P. Aiello, Formazione e ricerca per una didattica inclusiva, Milano: FrancoAngeli, 2015.

Keywords:

Music, dyslexia, technology, inclusion, vicariance.