index by author
chronological index
|
|
home
. search
. contact index by author chronological index |
- abstract below
Paula Bishop-Liebler
Institute of Education, London University pebish@dircon.co.uk
Abstract
Whilst dyslexia research has generally centred on literacy, anecdotal evidence has accumulated to suggest that dyslexics, whilst often having a good ear, have difficulty processing musical information especially written notation. A pilot study is being conducted with conservatoire students, using a specially designed questionnaire, with assistance from the British Dyslexia Association Music Board, to investigate their behaviours and learning strategies in reading and writing text and music and to identify the instance of dyslexic type problems within a complete conservatoire population. Detailed case studies will then further explore these learning behaviours. A structured questionnaire was chosen so that a large number of students (n=700) could be targeted and in order to gain information about the connections between dyslexia and musical learning. Conservatoire level musicians were used as there is an expected level of proficiency in reading and processing music compared to the general population. The reading of music has also been targeted rather than all aspects of musical learning, as this is another possible benchmark area which can be quantified and directly correlated with text reading skills from dyslexia research. N=700 questionnaires were distributed with a response rate n=86 (12.29%). Data analysis and evaluation is ongoing at present, the outcomes of which will be presented.
Disclaimer: all the abstracts presented here have satisfied the academic committee as appropriate for presentation at an international conference. However, the material reflects the views of the authors, not necessarily those of the academic committee or the BDA. No endorsement of any approach, product or service is intended or implied.
home . search . contact . index by author . chronological index
 |
||||