“…This, in turn, has fueled a discussion as to whether weaknesses in phonological processing could hinder the development of skills that rely on the manipulation and storage of verbal codes (e.g., counting, calculations), explaining the comorbidity between reading disorder and dyscalculia (Dirks et al, 2008; Simmons and Singleton, 2008; LeFevre et al, 2010). This is supported by Vukovic and Lesaux (2013), who linked verbal ability to arithmetic skills indirectly through symbolic numbering, arguing that general verbal ability is significant for children’s understanding and reasoning with numbers. The intricate link between language and music (Patel, 2003, 2012; Jackendoff, 2009; Jäncke, 2012) has been discussed in numerous studies (e.g., Milovanov et al, 2008; Dogil and Reiterer, 2009; Milovanov et al, 2009; Milovanov and Tervaniemi, 2011; Chobert and Besson, 2013; Vangehuchten et al, 2015), relating musical ability to vocabulary learning (Milovanov et al, 2008, 2009; Milovanov, 2009), the processing of non-native speech sounds (Slevc and Miyake, 2006; Kempe et al, 2015) and speech rhythm perception (Magne et al, 2016).…”