%0 Journal Article
	%A Ora Geiger
	%D 2015
	%J International Journal of Psychological and Behavioral Sciences
	%B World Academy of Science, Engineering and Technology
	%I Open Science Index 104, 2015
	%T Musical Notation Reading versus Alphabet Reading - Comparison and Implications for Teaching Music Reading to Students with Dyslexia
	%U https://publications.waset.org/pdf/10002467
	%V 104
	%X This paper discusses the question whether a person
diagnosed with dyslexia will necessarily have difficulty in reading
musical notes. The author specifies the characteristics of alphabet
reading in comparison to musical notation reading, and concludes
that there should be no contra-indication for teaching standard music
reading to children with dyslexia if an appropriate process is offered.
This conclusion is based on a long term case study and relies on two
main characteristics of music reading: (1) musical notation system is
a systematic, logical, relative set of symbols written on a staff; and
(2) music reading learning connected with playing a musical
instrument is a multi-sensory activity that combines sight, hearing,
touch, and movement. The paper describes music reading teaching
procedures, using soprano recorders, and provides unique teaching
methods that have been found to be effective for students who were
diagnosed with dyslexia. It provides theoretical explanations in
addition to guidelines for music education practices.
	%P 2885 - 2888