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The article proposes a simplex-based instructional tool that uses the detour principle and the educational potential of music to support reading skill development in the first years of primary school for pupils with dyslexia and related SLD. The framework links inclusive didactics, compensatory methods, and simplexity to address instructional complexity.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/fostering-reading-skills-through-simplex-didactics-and-music-creation-of-an-inclusive-tool-for-pupils-with-dyslexia/593312/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/fostering-reading-skills-through-simplex-didactics-and-music-creation-of-an-inclusive-tool-for-pupils-with-dyslexia/593312.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"How does the concept of simplexity relate to inclusive classroom teaching?","Question",{"text":112,"@type":113},"Simplexity is presented as a toolbox that helps teachers manage educational complexity in inclusive classrooms by selecting strategic, non-linear solutions to make reading tasks easier to resolve.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},593312,1792191108,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Fostering Reading Skills through Simplex Didactics and Music: Creation of an Inclusive Tool for Pupils with  \nDyslexia1  \nBy Alessio Di Paolo􀀍& Emanuela Zappalà􀁲  \nDuring the last decades, prevalence of pupils with Specific Learning Disorder, and more specifically with Dyslexia, is on the increase in Italian schools. It requires both researchers and teachers to investigate, adapt and adopt simplex teaching strategies. that may foster pupils learning process at primary schools by taking account of their educational needs, their learning styles and preferences.  \nAccording to these premises, the following article aims to create a teaching tool that may support the reading learning process of pupils with dyslexia, during the first years of primary schools, by adopting the simplex principle of detour and the educational potential of music.  \nKeywords: music, simplexity, specific learning disorders, inclusive education, reading skill  \nIntroduction  \nDuring the last decades, prevalence of pupils with Specific Learning Disorder (SLD), and more precisely with Dyslexia, is increased thanks to an awareness about the difficulties and implications on the teaching-learning process of basic skills (reading, writing, and calculating). In the 2018-2019 school year, the 4,9% of the total pupils attending Italian schools have a diagnosis of SLD and pupils with dyslexia represent 3,2% of the total number of pupils attending primary and secondary schools (MIUR, 2020 p.6). Moreover, SLD may be considered as an umbrella term (Cornoldi, 2007) because of a wide range of impairments that pupils with these disorders may show related to peculiar cognitive and learning processes, such as the inability to pay attention and select stimuli in a useful manner; tofocus on a specific objective; to memorize and to effectively. Therefore, it seems important to reflect on how teachers may adapt their teachings to foster pupils’ attention, their ability to select stimuli in a useful manner and to focus on a specific task, during the reading process, using compensatory tools that take up pupils’ sensory preferences and their impairments. Inclusive teaching in classrooms with pupils with dyslexia and other SLD should consider these peculiarities and teachers should adapt their teaching process to promote pupils with dyslexia and other SLD learning.  \n􀀍PhD Student, University of Salerno, Italy.  \n􀁲Junior Researcher, University of Salerno, Italy.  \n1The article is the result of a collaboration between the authors. However, Alessio Di Paolo wrote paragraphs “2 . Promoting reading skills through music and simplex didactics” and “3 . Method”; Emanuela Zappalà wrote paragraph “1. Introduction” and ““4. Conclusions”.  \nThis awareness requires both the teachers and researchers to select and adapt teaching strategies to address their educational needs, guarantee the right to education also by adopting specific compensatory tools and methods to foster reading skills of pupils with dyslexia and other SLD. In fact, in contrast with other daily life abilities, the reading one requires the use of specific teaching methodologies that consider the biology of pupils with dyslexia learning process, but also the influence of the educational environment. In this sense, consistent with several Italian studies of Didactics (Rossi, 2011; Rivoltella, 2012; Sibilio, 2013; Sibilio & Di Tore, 2014; Sibilio, 2015), it may be considered as a form of adaptation, also when the learning object is that of favouring reading competence (Di Tore et al., 2016), and it requires the teachers to find sophisticated and simplex solutions by using innate laws and tools to regulate their behaviour and teaching action (Aiello, Sharma, & Sibilio 2016; Sibilio 2013) . Based on these premises, the theory of simplexity may be considered as  \n“a possible toolbox that provides a set of solutions which actors in an epistemically complex system such as education, manage to understand the system and accomplish importa","cbCaiko4DIFjh1sI","https://ap.wps.com/l/cbCaiko4DIFjh1sI","pdf",328482,13,"English","# Introduction\n## Background on SLD and dyslexia prevalence\n## Simplexity and inclusive didactics framework\n## Music-assisted simplex didactics approach","[{\"question\":\"How does the concept of simplexity relate to inclusive classroom teaching?\",\"answer\":\"Simplexity is presented as a toolbox that helps teachers manage educational complexity in inclusive classrooms by selecting strategic, non-linear solutions to make reading tasks easier to resolve.\"}]","Fostering Reading Skills through Simplex Didactics and Music - Creation of an Inclusive Tool for Pupils with Dyslexia | PDF",1792077035,33]