Music is present in a person's everyday life. Music training can be used for educational purposes and as an intervetion process. Music and language share certain neural sources and therefore it is possible to conclude that there is a basis for the use of music in the treatment of difficulties associated with language processing and language activities. Dyslexia is a language based specific learning difficulty that is neurobiological in origin, characterized by difficulties with accurate and/or fluent word recognition, poor spelling and decoding abilities. It is frequently associated with the difficulties in reading comprehension, focusing and sharing attention and low self-esteem. The aim of this paper is to review the current knowledge in the area of influence of music on various aspects of human functioning and to describe the programs applicable in working with children with dyslexia as well as their effects in the context of the treatment of dyslexia. Here will be included numerous studies of connection between music and speech and language processing, influence of music on the brain structures and benefits of music training and musical interventions on non-musical skills. Music training programs that served as basis for many music programs will be shown, as well as intervention music programs specifically designed for children with dyslexia. Adjustments that need to be applied in working with children with dyslexia in the field of music lessons will be briefly described. Music training causes structural and functional changes in brain organization and has a positive impact on a range of non-musical skills, which include the ones that children with dyslexia have difficulties with. In addition, children love music and enjoy the musical performance, so music training, as unifying intervention means, can be an ideal tool for the treatment of dyslexia. Different programs of music training require a special approach. Rhythmic games and singing proved to be most common elements of the programs of musical interventions, which generally follow the principles of multisensory learning, group target-oriented activities, staged skill development and regular repetition. The paper seeks to encourage professionals, primarily speech and language pathologists, to incorporate musical elements in treatment of dyslexia, evaluate their effectiveness and to develop concrete programs of music interventions for treatment of dyslexia in Croatia.