Approximately 33% of students receiving special education services in schools are diagnosed with a specific learning disability (National Center for Education Statistics, 2022). Music therapists working in classrooms have the tools and skills to reach students with a wide spectrum of disabilities, such as those with various SLDs. Specific learning disabilities differ with each student and discipline (e.g., reading, math, writing, etc.). Much of the research regarding music therapy and learning disabilities is related to reading skills specifically.
Viewing reading as solely a visual experience can lead to frustration with students who struggle with reading related SLDs and teachers alike. However, the task of reading becomes more accessible when addressed as a multisensory activity. In order to read effectively, a child needs to successfully master “eye tracking, eye-hand coordination, spatial relationships and spacing, visual perception, tactile perception, organization of thought, auditory perception, self-control to sustain attention, symbolism, and rhythmic timing” (Colwell, 2002, p. 13). To address these skills, music therapists can utilize manipulatives, instruments, visuals, and rhythms and melodies contributing to the academic information. The multisensory nature of music provides opportunities to facilitate the growth of these skills, leading to improvement of overall reading ability for all students. This is especially beneficial for those with SLDs who struggle with more traditional approaches.
Music therapy goals such as attention and memory can coincide with more specific goals for each student’s skills. Studies have shown that students receiving music therapy services had consistently lower off-task behavior when working on reading skills within the sessions than those who did not have this type of engagement (Register, et. al., 2007). Short-term memory is also a common pre-academic skill that students with SLDs must work through. Musical mnemonics, which are short musical repetitions of specific academic content, have been widely implemented in general education classrooms for students with and without specific learning disabilities to aid with memory (Gfeller, 1983, p. 188). Addressing pre-reading and functional classroom skills can facilitate more effective progress, with more individualized skills being addressed for the student with a specific learning disability.
While attention, behavior, and sensory elements of reading are broad underlying skills of learning, reading comprehension, vocabulary acquisition and knowledge, and decoding lead to different therapeutic approaches and focuses within sessions. Music has auditory, visual, and tactile structure to reinforce these concepts in an engaging way. A student receiving music therapy will likely engage in active and passive interventions that support “better discrimination for perceiving language, clearer articulation, and… positive transfers from music skills to the development of language and reading skills” (Register, et. al., 2007, p. 25). Auditory awareness is another specific skill crucial to reading comprehension. Music therapy interventions properly facilitated can address pitch, rhythm, and volume discriminations (Roskam, 1979, p. 36). These skills can transfer to crucial foundations of reading comprehension and general auditory perception and awareness.
All students are heterogeneous in their learning styles, so it is important to acknowledge and “continually consider the importance of individualized treatment planning” in these settings, as well as remain informed on increasing research concerning the best music implementation to address SLDs (Gfeller, 1984, p. 13). Music being used as a structure for academic information is valuable, but also using music as positive reinforcement and reward provides a balance that makes music therapy effective and enjoyable. One of the most important benefits of music supporting students with learning disabilities aside from the improvement of the actual academic skills is the positive association with an often frustrating task.
-Tess Vreeland, Music Therapy Intern
References
Colwell, C. M., & Murlless, K. D. (2002). Music Activities (singing vs. chanting) as a vehicle for reading accuracy of children with learning disabilities: A pilot study. Music Therapy Perspectives, 20(1), 13–19. https://doi.org/10.1093/mtp/20.1.13.
Gfeller, K. E. (1983). Musical Mnemonics as an aid to retention with normal and learning disabled students. Journal of Music Therapy, 20(4), 179–189. https://doi.org/10.1093/jmt/20.4.179.
Gfeller, K. E. (1984). Prominent theories in learning disabilities and implications for music therapy methodology. Music Therapy Perspectives, 2(1), 9–13. https://doi.org/10.1093/mtp/2.1.9.
National Center for Education Statistics. (2022). Students With Disabilities. Condition of Education. U.S. Department of Education, Institute of Education Sciences. Retrieved August 29, 2022, from https://nces.ed.gov/programs/coe/idicator/cgg.
Register, D., Darrow, A.-A., Swedberg, O., & Standley, J. (2007). The use of music to enhance reading skills of second grade students and students with reading disabilities. Journal of Music Therapy, 44(1), 23–37. https://doi.org/10.1093/jmt/44.1.23.
Roskam, K. (1979). Music therapy as an aid for increasing auditory awareness and improving reading skill. Journal of Music Therapy, 16(1), 31–42. https://doi.org/10.1093/jmt/16.1.31.