Development of Phonemic Awareness in Speech and Reading Literacy of Pupils with Specific Learning Disorder

Abstract

Music-based concept focused on the development of auditory processing in Reading Literacy of pupils with specific learning disorders at the primary school level. The use of colour notation contributed to improvements in auditory discrimination, which was reflected in enhanced pronunciation quality and in the frequency accuracy of phonemes with similar articulatory features. Significant progress was also observed in graphomotor activities, supported by the implementation of rhythmic–movement exercises. In addition, positive effects were noted from the application of the dichotic stimulation method, which assesses the degree of lateralization of auditory functions. This methodology enables the identification of the hemisphere that is dominant in the processing of speech and music. Despite these findings, certain challenges were also identified, particularly the diversity of the research sample in the areas psychomotor abilities. Based on the research findings, the innovative music therapy program represents an effective intervention for improving speech abilities, reading literacy in the first year pupils with specific learning disorders.