![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
This study investigates the relationship between the design of written music and the number of mistakes dyslexic and non-dyslexic children make in reading music is investigated in this study. Previous research shows that children with dyslexia experience difficulties with reading music, especially discerning pitch. Common mistakes of dyslexic students are third-transpositions. Based on insights from previous studies, a questionnaire was developed with several design adaptations of written music. The questionnaire was filled out by 72 Dutch children aged between 8 and 13 years. The results show that children with dyslexia did make significantly more mistakes in reading pitch than non-dyslexic children. The number of mistakes was reduced by enlarging the staves and also by writing all the stems of the notes in the same direction. Using differently-coloured lines in the staff did not reduce the amount of mistakes and was in some cases counterproductive.
References
|
British Dyslexia Association . (2014). Teacher guide to music and dyslexia. Retrieved from http://www.rhinegold.co.uk/downloads/magazines/music_teacher/music_teacher_guide_music_and_dyslexia.pdf Google Scholar | |
|
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum. Google Scholar | |
|
Ganshow, L., Lloyd-Jones, J., Miles, T. R. (1994). Dyslexia and musical notation. Annals of Dyslexia, 44, 185–202. Google Scholar | Crossref | Medline | ISI | |
|
Gromko, J. E. (2004). Predictors of music sight-reading ability in high school wind players. Journal of Research in Music Education, 52, 6–15. Google Scholar | SAGE Journals | ISI | |
|
Gudmundsdottir, H. R. (2010). Pitch error analysis of young piano students’ music reading performances. International Journal of Music Education, 28, 61–70. doi:10.1177/0255761409351342 Google Scholar | SAGE Journals | ISI | |
|
Hébert, S., Cuddy, L. L. (2006). Music reading deficiencies and the brain. Advances in Cognitive Psychology, 2, 199–206. Google Scholar | Crossref | |
|
Hubicki, M., Miles, T. R. (1991). Musical notation and multisensory learning. Child Language Teaching and Therapy, 7, 61–78. doi:10.1177/026565909100700104 Google Scholar | SAGE Journals | |
|
Jaarsma, B. S., Ruijssenaars, A. J. J. M., Van den Broeck, W. (1998). Dyslexia and learning musical notation: A pilot study. Annals of Dyslexia, 48, 137–154. Google Scholar | Crossref | ISI | |
|
Keppel, G., Wickens, T. D. (2004). Design and analysis: A researcher’s handbook (4th ed.). Upper Saddle River, N.J: Pearson Education, Inc. Google Scholar | |
|
Kuo, Y.-T, Chuang, M.-C. (2013). A proposal of a color music notation system on a single melody for music beginners. International Journal of Music Education, 31, 394–412. doi:10.1177/0255761413489082 Google Scholar | SAGE Journals | |
|
Lorusso, M. L., Facoetti, A., Bakker, D. J. (2011). Neuropsychological treatment of dyslexia: Does type of treatment matter? Journal of Learning Disabilities, 44, 136–149. Google Scholar | SAGE Journals | ISI | |
|
MacMillan, J. (2004). Music & dyslexia. ISM Music Journal, 144–149. Google Scholar | |
|
MacMillan, J. (2005). Music and dyslexia – and how Suzuki helps. European Suzuki Association Web-Journal, spring 2005. Retrieved from http://www.jennymacmillan.co.uk/Music%20and%20dyslexia%20for%20ESJ.pdf Google Scholar | |
|
O’Brien, V. K. (2004). Adapting music instruction for students with dyslexia. Music Educators Journal, 90, 27–31. Google Scholar | SAGE Journals | |
|
O’Brien, B. A., Mansfield, J. S., Legge, G. E. (2005). The effect of print size on reading speed in dyslexia. Journal of Research in Reading, 28, 332–349. Google Scholar | Crossref | Medline | ISI | |
|
Oglethorpe, S. (2002). Instrumental music for dyslexics: A teaching handbook. London, UK: Whurr Publishers. Google Scholar | |
|
Rogers, G. L. (1991). Effect of color-coded notation on music achievement of elementary instrumental students. Journal of Research in Music Education, 39, 64–73. Google Scholar | SAGE Journals | ISI | |
|
Sergent, J., Zuck, E., Terriah, S., MacDonald, B. (1992). Distributed neural network underlying musical sight-reading and keyboard performance. Science, New Series, 257, 106–109. Google Scholar | |
|
Sloboda, J. A. (1980). The uses of space in music notation. Visible Language, 15, 86–110. Google Scholar | |
|
Sloboda, J. A. (1984). Experimental studies of music reading: A review. Music Perception: An Interdisciplinary Journal, 2, 222–236. Google Scholar | Crossref | ISI | |
|
Tan, S. L., Wakefield, E. M., Jeffries, P. W. (2009). Musically untrained college students’ interpretations of musical notation: Sound, silence, loudness, duration, and temporal order. Psychology of Music, 37, 5–24. Google Scholar | SAGE Journals | ISI |
