Application of a rhythmic reading training in post-stroke patients with acquired dyslexia: A single-case pilot study

Acquired dyslexia compromises reading skills following diffuse or focal brain injuries, typically affecting the left hemisphere, in individuals who presented normal reading abilities before the pathological event. Evidence supports a strong connection between the neural basis of music, particularly rhythm, and language, highlighting the potential of music-based interventions to enhance reading in developmental dyslexia. However, the effects of music and rhythm on reading skills in post-stroke acquired dyslexia remain unexplored. This pilot study tested the feasibility and preliminary effectiveness of a computer-assisted intervention, Rhythmic Reading Training (RRT), in two post-stroke patients with aphasia and acquired dyslexia: one with fluent aphasia and one with non-fluent aphasia. Both participants completed 10 daily 30-minute individual RRT sessions over two weeks. Assessments targeting reading skills and related cognitive functions were administered before the intervention, immediately after, and at a 4-week follow-up. Results indicated improvements in reading performance in both cases after RRT, with reading speed showing the most consistent gains. These findings suggest that both fluent and non-fluent aphasia profiles can benefit from RRT, supporting its feasibility and acceptability. In conclusion, this study provides preliminary evidence that RRT could be an effective intervention for acquired dyslexia in post-stroke aphasia, warranting further investigation in controlled clinical trials to confirm its efficacy and explore its broader applicability.