There is no link between a lack of musical ability and dyslexia（阅读障碍） . Moreover, attempts to treat dyslexia with music therapy are unwarranted（无保证的，无根据的） , according to scientists in Belgium writing in the current issue of the International Journal of Arts and Technology. Cognitive¹ neuroscientist José Morais of the Free University of Brussels and colleagues point out that research into dyslexia has pointed² to a problem with how the brain processes sounds and how dyslexic readers manipulate the sounds from which words are composed, the phonemes（音素，音位） , consciously and intentionally³. It was a relatively⁴ short step between the notion that dyslexia is an issue of phonological processing and how this might also be associated with poor musical skills – amusia（失音症，失歌症） – that has led to approaches to treating the condition using therapy to improve a dyslexic reader's musical skills.

Morais and colleagues demonstrate that theoretically this is an invalid⁵ argument and also present experimental evidence to show that there is no justification⁶ either for the link or for using music therapy to treat dyslexia.

Language and music are apparently⁷ uniquely human traits and many researchers have tried to find direct links between the two. A whole industry of music therapy hinges on（以……为转移） this purported⁸ association with claims that language remediation（补救，矫正） is possible through the application of learning in music. Given the social importance of literacy（读写能力，精通文学） , a role for music in helping⁹ poor or dyslexic readers to overcome their difficulties has been at the forefront of therapy for many years. Morais' team points out that the notion is based on studies that are generally flawed in two respects.

The first problem with studies that attempt to link a lack of musical ability with reading difficulties is that the quality of published empirical studies（实证研究，经验研究） is quite variable and many reviews of the field fail to discard papers containing insufficient¹⁰ information, either on materials and methods, or on the experimental results. The second flaw is that many studies imply an explicit¹¹（清楚的，明确的） causality between amusia and dyslexia on the basis of results that are themselves merely statistical¹² correlations¹³（相互关系，统计） . Such an approach to science leads to a circular argument in which some researchers argue that music discrimination predicts phonological skills, which in turn predicts reading ability and that reading ability implies phonological（音韵学的） skills and so on.

More recent studies have broken the link between hearing and reading by showing that deaf children, who often learn to perceive speech accurately¹⁴ using lip reading and visual clues can have literacy levels just as high as hearing children. Of course, most of those children do not develop good musical ability with respect to musical pitch. Conversely, people who are unable even to hum a familiar tune¹⁵ show normal literacy levels.

Music and speech do overlap¹⁶（重叠，重复） , but musical sounds and phonemes are not the same, the researchers explain. Musical tones are simply sounds, however, they are produced and can be heard without recourse to（求助于，依赖） complex auditory analysis. Phonemes, in contrast, whether spoken or read, are abstractions of the units into which language might be broken down. They are purely¹⁷ symbolic¹⁸ and require significantly more interpretation¹⁹ to understand than simply hearing a sound.

"The conscious representations of phonemes play a crucial role in the learning of literacy abilities in the alphabetic²⁰ writing system. Children do not become spontaneously aware of phonemes. Nor do they become aware of phonemes by learning music," the researchers say. The team has now studied the differing abilities of children, both with and without dyslexia, on understanding and interpretation of phonemes and syllables²¹ and musical notes and the intervals²² between them in a melody. They saw no significant differences between dyslexic readers and age-matched normal readers in the melodic²³ tests.

Literacy is crucially dependent on phonological skills, but alphabetic literacy is strongly constrained²⁴（强迫，驱使） by the development of phoneme awareness²⁵ and abilities, and phonemes have no correspondence in music, the team explains. Thus, although music, through its emotional characteristics, might be a great motivational support for speech-based therapy, this limits, to a large extent, the possibilities of using music training to re-educate dyslexic readers.