Classroom Strategies for Teaching Music to Students with Dyslexia

Introduction

Many educators will teach students with learning disabilities in their classrooms, as approximately six to ten percent of the school-aged population in the United States have some type of learning disability (Lind, 2001). Due to the variety of learning disabilities, each with different levels, every educator must be able to adapt their classroom strategies to meet the needs of every student. However, an educator must not feel that by adapting their strategies they will be taking away from the other students, because there are many strategies that will help both types of students learn.

 One learning disability that can occur at many different levels is dyslexia. Dyslexia is a “lifelong problem with processing phonological information, which involves encoding, retrieving and using phonological codes, and deficiencies in speech production and phonological awareness” (Wadlington, Jacobs, & Bailey, 1996, p. 2). Although a student may have a learning disability, it is important that they not be denied any opportunity, particularly being able to participate in a music program. Since the federal government passed the Education for All Handicapped Act in 1975, there has been a growing number of students with disabilities participating in school music programs (Lind, 2001). A student with dyslexia should be able to participate in regular choral, instrumental, or general music classes. I chose this topic in order to gain a better understanding of this condition, to discover how to adapt teaching strategies in different musical environments when working with a student who has the condition, and most importantly to learn what these students need in order to learn effectively. The purpose of this paper is to discover strategies for teaching music to students with dyslexia in various settings.

Summary

Since anywhere from 10 to 20 percent of the population is identified as having some form of a learning disability (Lind, 2001; Vance, 2004), all of the authors agree that it is very likely for an educator to have a student with dyslexia in their classroom (Lind, 2001; McCord, 2006; Vance, 2004). All of the authors offer similar strategies for working with students with dyslexia in music classes. Along with their similarities come a few different ideas that each author presents about working with students with dyslexia.

One of strategies that all of the authors agreed with was the use of color in aiding students with dyslexia when it comes to learning music. Highlighting key areas in the music with a different color will help the music appear more clear (Lind, 2001; McCord, 2006; Vance, 2004). Lind (2001) suggests that placing colored translucent sheets over the music will make the music easier to read, whereas Vance (2004) finds it just as effective to copy the music directly onto different colored pieces of paper. Lack of color has also proven to be successful in classroom environments. Making a card with a cut-out window that can be placed over the music will allow the students to only focus on one area at a time, eliminating other things that may be confusing (Lind, 2001; McCord, 2006).

Another strategy recommended by each of the authors is for the teacher to simplify the music in order to help students. McCord (2006) recommends the strategy of taking out dynamic markings and simplifying rhythm. Another strategy is the white card which will isolate a certain area of the music for better focus (Lind, 2001; McCord, 2006). The white card technique does not remove information from the page, but rather allows students to only focus on what they need at a particular moment. Vance (2004) encourages all teachers to simplify each task by breaking them down into the “simplest components necessary for the student” (p. 30).

Movement is another helpful strategy that each author recommends for classroom use. Having the students clap or tap the rhythm will allow them to actually feel the music (Lind, 2001; McCord, 2006; Vance, 2004). Students can also move to the melodic contour of the music by raising their hand high when pitches ascend, or low when they descend (Lind, 2001) and by following the melodic line on the page with their finger (Vance, 2004). It is also important that sound be presented when learning musical notation (Lind, 2001; McCord, 2006; Vance, 2004). Since dyslexics may also have auditory problems (Lind, 2001; Vance, 2004) this will prove to be very helpful.

It is very important that every teacher create an environment that is comfortable for every student to learn and develop. Teachers need to remain enthusiastic about learning in order for their students to feel the same (McCord, 2006). With plenty of encouragement and positive constructive criticism, these students will be on their way to success (Vance, 2004). The teacher should also work with the students in creating ways that may accommodate their disability (Lind, 2001; Vance, 2004), or work with the school’s special education department (McCord, 2006).

Conclusion

Most experienced teachers have not received much formal training for working with students with learning disabilities (Pontiff, 2004). Teachers must research and discover strategies that can be applied in classroom instruction. After researching several articles, I was introduced to many new strategies that I will consider using in my teaching career when working with students with dyslexia.

I found it very interesting that the color method can also be helpful to other students in the classroom that may not have a learning disability, therefore not singling out the students with one. Also by adding white space or reducing information on the page whether it be by creating a card with a cutout window or simplifying rhythms (Lind, 2001; McCord, 2006), students with dyslexia will have great success.

The classroom environment must also have a positive impact on any student, especially those with dyslexia. The teacher must create an atmosphere that is comfortable for learning, along with maintaining an enthusiastic approach to learning. If the students do not see that the teacher is enthusiastic about learning, then how can one expect them to be enthusiastic? (McCord, 2006). Teachers should also consider working with students in the classroom when it comes to creating strategies for learning (Lind, 2001; Vance, 2004). This method will help in creating a more comfortable learning environment. Another important strategy when working with students is to teach them how to give themselves positive constructive criticism (Vance, 2004). When the students are able to identify their exact problem, they will have more success in correcting the problem.

Although my original intention was to find information dealing with aiding students in particular music classroom settings such as choral, instrumental and general, I actually found information that was consistent with each of these areas. Most of the information can be used in all three teaching environments. As a teacher, one must be willing to adapt strategies in order to meet the needs of the students.

Sources Referenced

Lind, V. R. (2001). Adapting choral rehearsals for students with learning disabilities. Choral Journal, 41(7), 27-30. Retrieved September 13, 2007 from ProQuest database.

McCord, K. (2006). Children with disabilities playing musical instruments. Music Educators Journal, 92(4), 46-52. Retrieved September 13, 2007 from ProQuest database.

Pontiff, E. (2004). Special learners: Teaching special learners – ideas from veteran teachers in the music classroom. Teaching Music, 12(3), 52-58. Retrieved October 9, 2007 from ProQuest database.

Vance, K. O. (2004). Adapting music instruction for students with dyslexia. Music Educators Journal, 90(5), 27-31. Retrieved September 13, 2007 from ProQuest database.

Wadlington, E., Jacob, S., & Bailey, S. (1996). Teaching students with dyslexia in the regular classroom. Childhood Education, 73(1), 2-4. Retrieved September 13, 2007 from ProQuest database.