Music therapists work with a variety of different clients, from those with disabilities to those with mental health diagnoses. However, an area that may be unfamiliar to the public is music therapy working with children with dyslexia. What is dyslexia? According to the Mayo Clinic (2017), dyslexia is a learning disability involving difficulties with reading stemming from problems identifying speech sounds and relating them to letters and words. Dyslexia affects the parts of the brain that process language and can be diagnosed at any age.
When children with dyslexia are in school, they can display symptoms such as below-average reading levels, issues processing and understanding what they hear, trouble finding the right words to form an answer to a question, problems remembering the sequence of things, difficulty seeing or hearing similarities and differences in letters and words, inability to sound out the pronunciation of an unfamiliar word, difficulty spelling, spending long periods of time with tasks that involve reading or writing, and avoiding tasks involving reading (Mayo Clinic, 2017).
Dyslexia has genetic and environmental causes. There are genetic links, such as a family history of dyslexia or other learning disabilities, that can cause a child to have difficulties processing language and reading skills (Mayo Clinic, 2017). Environmental aspects include exposure to nicotine, drugs, alcohol, or infections during pregnancy. It may change brain development in the fetus. Other causes that can alter the brain of the fetus include premature birth or low birth weight.
Where do music therapists work with children with dyslexia? Music therapists might encounter children with dyslexia in schools or private clinic and will address needs using a variety of methods, including re-creative, receptive, and compositional techniques. According to Hintz, “music therapy literature focuses on the use of re-creative methods for individuals with learning disabilities to address specific underlying cognitive, behavioral, and social functioning” (2013, p. 174).
Hintz (2013) describes re-creative methods used in music therapy such as musical play, adaptive lessons, and structured movement. Musical play methods include musical interventions using action songs, playing instruments with songs, instrumental songs, and musical games (2013). Adaptive music lessons are individual music lessons that address goals such as sequencing ability, self-awareness, and self-regulation (2013). The most common adaptive lessons include voice, piano, and guitar. Structured movement methods include using musical elements such as rhythm and tempo to address goals targeting cognitive and processing and motor coordination (2013).
A study done by Colwell and Murlless using a re-creative technique compares the effects of chanting vs. singing with elementary students diagnosed with learning disabilities, addressing reading accuracy and their behavior during music and non-musical activities (2002). During the study, the students were tested on a different word list each week for four weeks. In week one, the students were in a typical reading program. In the second week, the students were assigned to either chanting or singing (2002). The main focus of each group was to work on targeted words. During week three, the students switched groups and worked on new words. In the fourth week, the students went back to the reading program. After two weeks, the students were retested on all the words. The results of the study show that the students' reading accuracy improved, and they stayed on task more during the music intervention (2002).
In 2013, Przybylski et al. conducted a study using a receptive method called external rhythmic auditory stimulation, which uses musical rhythm to address syntax processing. They used the rhythmic structure to see if it would improve syntax processing in children with dyslexia and specific language impairments (2013). The children in the study were prompted to either listen to regular or irregular musical prime sequences along with blocks of grammatically correct and incorrect sentences. For each auditory sentence, the children were required to display what they had learned (2013). The results showed that rhythmic structures have the potential to boost linguistic structure processing (2013).
Compositional methods, such as songwriting, are used to address nonmusical goals (Hintz, 2013). Goals include improving behavior, attention, and working memory. Often, these goals are the basis of the lyrics. According to Hintz, “Composition arises out of the client-therapist’s musical interaction or musical themes from the session. At other times, the composition can arise out of a verbal discussion of interpersonal struggles or emotional difficulties” (2013, p. 182). Songwriting can give kids with learning disabilities such as dyslexia an outlet to express themselves and their experiences, in addition to the goals mentioned before.
In conclusion, music therapy can address the needs of children with dyslexia. It addresses goals such as self-awareness, cognitive skills, reading accuracy, etc. Music can offer a fun and new way for a child with dyslexia to grow and reach their goals. Individualized music therapy sessions offer a way to address a child with dyslexia’s needs while building their confidence. For instance, re-creative methods using instruments or compositional methods using songwriting. Music therapy makes reaching a child with dyslexia goals fun and individualized to their specific needs.
-Teresa Dominguez, 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
Hintz, Michelle R. (Ed.). (2013). Guidelines for music therapy practice in developmental health. ProQuest Ebook Central. (p. 165 – 182)
Mayo Foundation for Medical Education and Research. (2017, July 22). Dyslexia. Mayo Clinic. Retrieved December 16, 2021, from https://www.mayoclinic.org/diseases-conditions/dyslexia/symptoms-causes/syc-20353552
Przybylski, L., Bedoin, N., Krifi-Papoz, S., Herbillon, V., Roch, D., Léculier, L., Kotz, S.
A., & Tillmann, B. (2013). Rhythmic auditory stimulation influences syntactic processing in children with developmental language disorders. Neuropsychology, 27(1), 121–131. https://doi.org/10.1037/a0031277