Designing a graphic-music alphabet as a possible tool to promote reading skills in students at risk of dyslexia in primary school

Educational intervention by means of music implies improvements in language and sound recognition related to a certain letter, as the musical sound can support the written symbol. The auditory stimulation resulting from listening is a mechanism through which the child can therefore improve in letter comprehension through sound perception. This results in functions that, through sound stimulation, become flexible and able to connect and cooperate to improve the learning process. A similar mechanism has been identified by Alain Berthoz (2011) in his studies on simplexity. The aim of the following contribution is to present music as a means of enhancing reading-writing skills in students at risk of dyslexia with reference to primary school pupils and using the principle of simplexity deviation, presented by Berthoz, as a background. This is a graphic-musical alphabet board being designed, created using Scratch and combining music with written text, designed to motivate pupils and enable them to study more independently.