MUSIC AND NEW TECHNOLOGIES TO SUPPORT THE LEARNING OF DYSLEXIC PRIMARY SCHOOL STUDENTS: RESULTS OF A SCOPING REVIEW

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 primary school dyslexia. Using the PRISMA-ScR method, we proceeded to a sampling of what are the contributions currently present on the net and extrapolated from search engines such as Eric, Scopus, JSTOR, Google Trends, ACM, Sage Journal and Worldcat. Based on previously selected indicators, 338 scientific contributions were analyzed, among which those most relevant to the topic were selected based on the indicators chosen previously. Studies have shown that, although there is an attempt to use music in synergy with digital to work with students with Dyslexia, the use of music is mainly related to the use of elements related to rhythm, leaving little room for sound understood as melody, as a construction of sound to be linked to other melodic structures that can allow the improvement of skills such as progress in reading as well as writing, through the sound stimulus as well as rhythmic. The hope, therefore, for future studies, will be to focus attention on additional elements of sound, new vicarious experiments, or focused on the diversified use of each sound element to achieve certain objectives, to offer greater support in compliance with a teaching that is for each and every one.