A Comparative Case Study of Learning Strategies and Recommendations of Five Professional Musicians With Dyslexia. (October 2016)

• Record Type: Journal Article
• Authors: Nelson, Kent Peter; Hourigan, Ryan M.
• Is Part Of: Update, applications of research in music education. Volume 35:Number 1(2016)
• Page Start: 54
• Page End: 65
• Publication Date: 2016-10
• Subjects: dyslexia -- reading disabilities -- special education -- specific learning disabilities; Music -- Instruction and study -- Periodicals; Musicology -- Periodicals; 780.71
• DOI: 10.1177/8755123315581341
• Languages: English
• ISSNs: 8755-1233

Abstract

Many of the characteristics of dyslexia—such as difficulties with decoding written symbols, phonemic awareness, physical coordination, and readable handwriting—may adversely affect music learning. Despite challenges, individuals with dyslexia can succeed in music. The purpose of this study was to examine the perceptions of five professional musicians with dyslexia as they reflect on their experiences learning music. Answers to the following research questions were sought: (a) What are the perceived abilities and challenges that the participants believe they have developed in music because of their diagnoses of dyslexia? (b) What strategies have the participants used to overcome the challenges associated with dyslexia? and (c) What recommendations did the participants have for adults to assist students with dyslexia who are enrolled in school music programs? The findings in this study included support for multisensory teaching, isolating musical components, learning of jazz and popular music, using technology, and small group instruction.