ERIC Number: EJ1110838
Record Type: Journal
Publication Date: 2016-Oct
Abstractor: As Provided
Reference Count: 50
A Comparative Case Study of Learning Strategies and Recommendations of Five Professional Musicians with Dyslexia
Nelson, Kent Peter; Hourigan, Ryan M.
Update: Applications of Research in Music Education, v35 n1 p54-65 Oct 2016
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.
Descriptors: Comparative Analysis, Case Studies, Dyslexia, Learning Strategies, Music, Correlation, Music Education, Sensory Integration, Teaching Methods, Small Group Instruction, Phonemic Awareness, Musicians, Learning Experience, Handwriting, Educational Technology, Special Education, Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
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