Dyslexia and Music Education 1

Dyslexia and Music Education:

An in depth study on the effects on music learning and

supportive interventions

By: Alexis Johnson

2 Dyslexia and Music Education

Abstract

This paper explores many aspects of dyslexia with regards to music

education. Using several different sources, this paper will provide varying

perspectives about what can cause symptoms in dyslexic students. In addition to

this it will then go in depth about what students with dyslexia struggle with in the

classroom, both negative and positive aspects, in regards to music learning. It will

provide ways in which instructors can help students who are struggling, as well as

dispense ways to alter student’s experiences so they can be successful in the

classroom.

Keywords: dyslexia, music education, students.

 Dyslexia and Music Education 3

Dyslexia is a developmental disability often overlooked in musicians and

music education. Students with dyslexia often have a lot of trouble with certain

aspects of music learning, such as sight and rhythm reading. By exploring what part

of the brain dyslexia affects, we can create a better picture of why students with this

developmental disability have more trouble learning music. In the following paper, I

address some of the difficulties students with dyslexia have when learning music, as

well as provide strategies to make it easier for students in the classroom.

In the last twenty years, there has been copious research completed about

the effects of developmental dyslexia on students. Currently, there are several

theories about what area of the brain is affected for people with dyslexia. According

to Overy (2000), symptoms of dyslexia can be caused by abnormal Magnocellular

pathway. two pathways that lead from the eye to the brain in the visual system.

This makes it difficult to process certain senses, like vision. However, according to

Bryson (2013) dyslexia affects an area of the brain known as Wernicke’s area. In

students with dyslexia we cannot see a structure to the cells in this part of the brain.

This leads to trouble with timing, decoding, memorization of lyrics, and sight-

reading. Both of these theories suggest why students with dyslexia have trouble

learning an instrument, sight-reading, and memorizing music. While dyslexia affects

a student’s performance in school, it also causes students to have trouble in social

situations. Students with dyslexia often face low self-esteem, anxiety, and

frustration. According to Oglethorpe 2002, pg.7), “In the face of his persistent
4 Dyslexia and Music Education

difficulties, the intelligent dyslexic may give way to sheer frustration. He knows that

he is not stupid, but he is unable to access those parts of the brain that he needs.”

Students with dyslexia know they are different, which can make them anxious in

social situations, because they are afraid of making mistakes in front of their

classmates. It can also lead to frustration when they realize they are not

progressing at the same rate of their classmates, even though it is not their fault.

There is also evidence that suggests that dyslexia is hereditary. Ditchfield (2008 p.4)

states, “It is known that Dyslexia runs in families, although one sometimes comes

across cases where there is no evidence of other family members being affected. It is

almost certainly more common in males than in females.” Many people think

dyslexia is just reading words backwards; however it is much more than that. By

taking steps to understand everything students are struggling with, we help them

become more successful in the classroom.

Students with dyslexia often experience short-term memory loss.. According

to Ditchfield (2008 p. 4), “Dyslexics have problems with short-term memory: if they

have to listen to a long sentence, they may understand the early part but lose track

before the end- it seems as though the amount which they can hold in mind is more

limited than in the case of non dyslexics.” This can be especially difficult for singers

because they have to work extra hard to memorize music, or remember concepts

their teachers tell them. If we keep our feedback or information concise, students

will be more likely to remember more. Often students with dyslexia experience

social anxiety, low self-esteem, and poor concentration. They often have excessive

trouble with time management. In some instances they show up late to certain
 Dyslexia and Music Education 5

obligations, because they got the times mixed up. This can be the same in regards to

learning music, rhythms, and keeping a steady tempo. Students often mix up similar

rhythms, or notes on a staff. According to Heikkila and Knight (2012), students with

dyslexia can experience speech delays, language delays, reverse writing, or reading

musical symbols backwards. This can make it much harder for students who are

learning a new instrument, because they will have trouble reading notes, rhythms,

and words. For singers, they can have trouble learning words in other languages or

memorizing words to different pieces.

While it is common for instructors to focus on the all the concerns for

students with disabilities, it is also important to look at the positives. While students

with dyslexia face many challenges, they also never give up. According to

Oglethorpe, (2002) “Another positive symptom of dyslexia, arising like a phoenix

from the ashes, is a compensatory ingeniousness. Where normal, well-tried methods

fail, the dyslexic pupil will quite often find his own way round the problem.” To

make it easier for students to learn in the classroom, we should encourage them to

use any methods they may come up with if it makes it easier for them. As

instructors it is important to support students and to provide the materials they

need to succeed while also providing an environment that allows them to find their

own way to solve problems.

While students with dyslexia face many challenges, researchers have provided

strategies instructors can use in the classroom to make it easier. The most

important thing we can do for students is be supportive. Pratt (2008) describes

6 Dyslexia and Music Education

using the Suzuki method to help students learn an instrument. This method is so

helpful because it emphasizes intensive listening and observation before the student

starts to play. The family is also very involved, so they can help the teacher come up

with the best plan for each student. While this is mostly used for individual lessons,

if we implemented some of these strategies in the classroom, it could be helpful for

students with dyslexia. There is another method that involves using all senses to

assist students in learning music. Nelson (2006) mentions having students listen to

recordings and singing along to their part. In this way, they can hear the correct

rhythms and learn what their part sounds like. Then when they go to practice their

part, they can hear what they are playing wrong. Along the same lines instructors

should have the student practice their notes without any rhythm to make it seem

less overwhelming. Once they get the notes down you can slowly add rhythms,

tempo, and articulations.

There are also little things you can do to help students succeed. For example, by

simply changing the color of the paper, we can make it easier for students to discern

notes and text easier than before. Heikkila (2012) suggests using pastel paper to

avoid the glare that comes from black and white print. Another tip they give is

highlighting music, verses, and refrains, to explain forms of songs for students. In a

choir setting, it might be hard for students to learn lyrics or sight-read different

music. Ditchfield and Westcombe (2008) suggest putting students next to a strong

singer in choir. This way the student can have someone to clear up any confusion,

pitch problems, or trouble memorizing music. Something else that might help is

changing the size of the text. In a piece the lyrics might be so small it is easy for
 Dyslexia and Music Education 7

students to mix up letters and words. By enlarging the text, we can make it easier

for students to read.

As I mentioned in the previous section, the Suzuki method can be very effective

for students have trouble learning an instrument. The method allows a student to

become familiar with the instrument and how to play it before they pick up an

instrument and read music. By emphasizing listening and learning by ear instead of

starting with reading music, we can help students learn an instrument faster. This

method also involves lots of communication between parents, students, and teacher.

This can be crucial in creating a plan for your students that ensures they are as

successful as they can be. By creating a plan, and utilizing the strategies above ,(as

well as others) an instructor can help ensure that your student is successful in the

classroom.

While I have uncovered extensive information in the research I completed over

the last several months, there is still so much to learn. For example, research should

go more in depth on what parts of the brain cause specific symptoms in people with

Dyslexia. I want to clear up the confusion I still have about what specific areas are

affected in people with dyslexia. Through the course of my research, I have come

across several different theories about what can cause dyslexia. By understanding

more of what happens in the brain we can better understand how to help students

in the classroom be successful. In addition to gaining a better understanding of the

nature of dyslexia, I want to explore more strategies to help students in the

classroom who are having trouble learning music or an instrument. My hope is to

find additional strategies teachers can implement in the classroom to assist students
8 Dyslexia and Music Education

who are having trouble learning an instrument, memorizing music, singing in other

languages, etc. In the future, I want to also explore how musical training can not

only help students in the music classroom but in other contexts as well. There has

been some evidence to suggest that music training can help other subjects in

addition to music. In the future there is much research to be done in regards to

dyslexia. Hopefully, more information about the nature of dyslexia, and strategies to

assist students can be discovered, so we can have a better idea of how to help

students who are affected by this.

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Reference List

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10). Auditory Temporal Processing Skills in Musicians with Dyslexia. British
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2. Bryson, K.J. (2013). Teaching a Student with Dyslexia. Journal of Singing,

69(4), 429-435

3. Ditchfield, D., Miles T., Westcombe, J. (editors, 2008). Music and Dyslexia: A
Positive Approach. Chichester, England: John Wiley and Sons Ltd.

4. Heikkila, E., & Knight, A. (2012). Inclusive Music Teaching Strategies for
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