Many methods are applied to improve reading and reading comprehension levels of students with
reading difficulties. One of these methods is a musical-rhythmic intervention program based on Kodaly and
Orff approaches. When the literature is examined, it is seen that dyslexic children who have undergone musical-
rhythmic studies similar to Kodaly and Orff approaches have a good level of word recognition, word
interpretation, reading comprehension, and self-expression skills. In this study, musical-rhythmic applications
based on Kodaly and Orff pedagogy which provide more active and effective use of reading and reading
comprehension processes done in the left hemisphere are included. These applications were supported by
paired and rhythmic reading exercises where the student could follow the lyrics on the paper. In this respect, it
is similar to the paired reading technique, which is a fluent reading technique. The study is action research
within the scope of the qualitative research method. In the study where the criterion sampling method, a
purposeful sampling method, was used, three students who had reading difficulty were identified, and reading
and reading comprehension levels of students were determined by False Analysis Inventory in 2019 years.
Then, TIMI Multiple Intelligence Inventory was applied to these students and a third-grade student who had a
dominant musical intelligence was selected. In this way, the musical-rhythmic intervention program selected
in accordance with the individual characteristics of the student was made compatible with the Individualized
Education Program (IEP). The eight weeks of music education was completed in a total of 24 hours. At the end
of the training, it was observed that the dyslexic student's reading and reading comprehension level was
increased by applying the False Analysis Inventory again; it was determined that the student's level of word
recognition and comprehension increased from “anxiety level” to “instruction level”.