![]() Most of these studies have addressed this issue by comparing a population of musicians, either professional or amateur, and a population of non-musicians, namely participants with little or no music training. Over the last two decades many studies have tested the hypothesis that music training (implying formal training and/or regular practice) can impact non-musical abilities. Music is a complex activity that taps onto several sensory-motor, cognitive and emotional mechanisms. These findings are discussed in the framework of the neuroscience literature comparing music and language processing, with a particular interest in the links between rhythm processing in music and language. Results show a strong link between several temporal skills and phonological and reading abilities. Associations were tested by multivariate analyses including data mining strategies, correlations and most importantly logistic regressions to understand to what extent the different auditory and musical skills can be a robust predictor of reading and phonological skills. These children were assessed with neuropsychological tests, as well as specifically-devised psychoacoustic and musical tasks mostly testing temporal abilities. We present new findings from the analysis of a sample of 48 children with a diagnosis of dyslexia, without comorbidities. This hypothesis is mostly based on results showing a high degree of correlation between phonological awareness and metrical skills, using a very specific metrical task. ![]() It has been suggested that an accurate perception of rhythmical/metrical structure, that requires accurate perception of rise time, may be critical for phonological development and subsequent literacy. Interestingly, children with developmental dyslexia-a learning disability that affects reading acquisition despite normal intelligence and adequate education-have a poor rhythmic perception. ![]() Rhythm organizes events in time and plays a major role in music, but also in the phonology and prosody of a language.
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