Abstract
Background: This study aimed to evaluate the effectiveness of music therapy on the components of sensitivity, memory, and auditory sequence of 7 to 9-year-old girls with reading disorders.
 Methods: The selected method for the present study was quasi-experimental with a pretest-posttest design and a control group. The statistical population of the present study comprised 30 volunteer girls aged 7 to 9 (Persian speaking) with reading disorders who were randomly placed in experimental and control groups (15 people each). The experimental group participated in music therapy sessions for 30 minutes twice a week for four months. First, to increase their proportion of focusing on music little by little; second, to increase the speed of the music gradually during the sessions; and third, to replace the active method slowly with the passive approach and move the tendency of the selected melodies from monophonic and vocal-less texture to polyphonic and vocal orchestral texture.
 Results: The data were analyzed using paired t-test. The results showed that the experimental group’s sensitivity, memory, and auditory sequence were significantly higher than those in the control group post-test (p<0.001).
 Conclusion: Music as an applied method can effectively improve the auditory symptoms of children with reading disorders.
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