## 1 Introduction  
The potential of music in improving reading in developmental dyslexia has been explored with promising results [1]. More precisely, evidence from research on auditory and music-based interventions for dyslexia supported the notion that music has a positive impact on phonological abilities and auditory temporal processing [1]. The hypothesis of a transfer effect of music on reading stemmed from theoretical frameworks, which linked the dyslexia-related phonological deficits to a perceptual auditory impairment, specific for the temporal aspect of sound processing. Among those, the Temporal Sampling (TS) theory [2, 3] focused on the role of temporal acoustic components carrying information about the rhythmical structure of speech and non-speech sound streams. The sensitivity to speech rhythm via a synchronous oscillatory neural activity at Delta and Theta bands in the auditory cortex, which were found to be disrupted in dyslexia [2, 4], is indeed crucial for the development of phonological abilities [5, 6]. It is worth mentioning that although the phonological deficit is extensively described in dyslexia literature, e.g., [7, 8, 9],other explanatory theories have been posited, such as the visuo-spatial attention deficit, e.g., [10] and the magnocellular theory, e.g., [11]. Considering the multimodal nature of the disorder, the most recent advances in dyslexia research converged on a multi-componential etiological theory [12; 13]. The potential use of music for dyslexia rehabilitation is further supported by the notion that rhythm generates temporal expectancies in the listener. When we expect something to happen, we react quicker and more efficiently to events [14; 15; 16]. Expectancies enable individuals to anticipate future events, both in terms of _what_ is going to happen and _when_ it will occur. Beneficial effects of temporal expectancies on verbal processing are reported when monitoring phonetic form [5], detecting word changes [17], perceiving spoken words [16], or resolving syntactic ambiguities [18]. An impaired rhythmic sound perception was described in children with dyslexia [19]. Such impairment was hypothesized to stem from a difficulty in anticipating and, therefore, predicting events in temporal succession [20]. To confirm this hypothesis, other studies have shown that students who received a timing/rhythm intervention, designed to reduce response latency to a metronome beat, improved significantly in reading fluency [21]. To take advantage of the rhythm potential, an innovative approach to dyslexia rehabilitation, the Rhythmic Reading Training (RRT), was devised by [PERSON] and colleagues [22] by embedding reading tasks into rhythm-based training activities. The hypothesis supporting the development of RRT was that synchronizing speech production during reading to a regular acoustic stimulus would improve temporal processing by coupling the cross-frequency oscillatory activity in auditory and visual areas, thus enhancing the precision of timing perception. Previous controlled studies tested the efficacy of RRT in samples of children and adolescents with dyslexia. In the first trial [23], significant improvements in reading speed and accuracy were found in comparison to a no intervention condition after 9 RRT sessions. The following comparison studies included active control conditions, namely, a language-based traditional intervention [24] and a technologically advanced visual-based intervention for reading [25]. In both trials RRT produced global reading improvements which did not differ from the control interventions. However, significant larger effects of RRT on non-word reading speed were found. Furthermore, medium-term significant effects on the outcome measures were found in a longitudinal study [26]. RRT efficacy was recently confirmed in a study testing the effect of a telerehabilitation version of the intervention [27].