Musical dyslexia or dysmusia

Musical dyslexia or dysmusia was coined by retired paediatric neurologist Dr Neil Gordon in 2000. This was based on growing evidence that, like dyscalculia, the brain processes words and symbols differently in people with dyslexia.

Because dyslexia is a neurodevelopmental condition, the parts of the brain responsible for phonological awareness and decoding required for reading are also used for learning music. In fact, the action of making music involves phonological, kinaesthetic, and rhythmic aspects and uses the whole brain.

While there is a rich body of work on research and practice strategies around dyslexia and other learning disabilities, similar conditions such as dysgraphia, dyscalculia and particularly dysmusia are less researched.

Dyslexia impacts about 10% of the Australian population but researchers suggest this might be a conservative estimate due to lack of early detection. In the case of dysmusia it may be harder to identify because of the multi-modal ways children and adults may learn music. Musicians may be able to compensate or adapt to the challenges of dyslexia and dysmusia by playing by ear or developing strategies to memorise musical scores.

What are some of the challenges for people with musical dyslexia or dysmusia?

Educators advocate the benefits of musical education for people with dyslexia but note that there are some additional challenges that should be addressed as part of a person's learning experience.

Modern Western music notation is full of words and symbols and has largely stayed the same since the 17th century. The more complex the piece of music, the more complex the musical score. Dyslexia can also impact visual and auditory processing, spatial orientation, sequencing and motor abilities, and for that reason people with Dyslexia may experience additional challenges if they are involved in music.

Some considerations for people with dyslexia learning and reading music may include:

a new vocabulary of musical terms e.g., note, key, sharp, flat, octave, chord
commonly used terms in language other than English e.g., arpeggio, staccato, adagio
symbols and words denoting things such as pitch, volume, tempo, and rhythm
subtle differences in notes e.g., whether notes have tails and whether they go up and down to denote pitch
visual tracking of sheet music
holding a working memory of musical information
difficulties in processing large quantities of information at once
difficulties with sequencing (e.g., difficulties playing notes in the correct order or
following a sequence of instructions)
physical coordination if using hands and feet to play instruments.

Supporting students of music with dyslexia or dysmusia

The action of making music involves phonological, kinaesthetic, and rhythmic aspects and this can be leveraged to assist in managing some of the challenges of dyslexia and dysmusia.

Students may have a dyslexia diagnosis but not dysmusia and many of the reasonable adjustments for dyslexia may apply.

Other recommendations for reasonable adjustments and teaching strategies may also include:

Teaching strategies include:

clearly defining weekly learning outcomes
organising instructions into manageable 'chunks' of information to help memory and organisation
support practical sessions which are usually based on spoken word with text, diagrams, movement, and other visual and tactile materials
accessibility of learning materials
regular encouragement and feedback
modifying musical scores including changes to font, enlarging scores, visually spacing or isolating parts and voicings, using coloured paper
colour coding musical notations e.g., colour to highlight score instructions
using circles or lines to clarify musical notations
proving terminology in multiple modes of representation such as text, drawings and images
allowing students to sing and play
using audio recordings to highlight tempo, pitch, rhythm
learning by ear
using musical notation programs and software
providing peer and teacher support through one-on-one and small group interactions for activities and performances
physical position of student within classroom and in performance settings.

Some researchers have also suggested common musical pedagological practice such the Suzuki Method or the Kodály Method.

Reasonable adjustments include:

flexible assessment options where students are given a choice e.g., paper or computer-based exams, or take-home assignments to demonstrate their knowledge. The take-home assignments may require a combination of word responses (text or audio), representations of music (notation, DAW sessions), and music (performed, recorded, or produced). Encourage students to use assistive technology as well as traditional notation; and utilise their instruments to employ the knowledge in their own music practice
modifying assessment materials and scores e.g., larger print, different coloured pages and/or notations, modified stave and font notation, digital, audio-visual
provision of additional time prior to examinations for computer and software set up
provision of additional time for perusal in examinations
provision of additional time within examinations due to reduced processing speeds
allow students to add additional notations to their score
allow students to use digital eReaders or apps
allow options for small ensemble and/or solo performances.

Reasonable adjustments for practical exams may include:

examiners and invigilators briefed about reasonable adjustments
allowing the student to be examined on the components of the exam in the candidate’s preferred
order
provide instructions in written form as well as verbal instruction
splitting aural memory tests into shorter sections
providing modified assessment materials and scores e.g., larger print, different coloured pages and/or notations, modified stave and font notation
allow students to use digital eReaders or apps
provision of additional time prior to examinations for computer and software set up
provision of additional time for perusal for sight-reading and aural
provision of additional time within examinations due to reduced processing speeds
allow students to add additional notations to their score
provision of a support person.

Assistive technologies

There is a wide range of music notation software (for purchase and free) that may assist students with dysmusia. This software can help to display the musical score to the student's needs by adjusting visual elements such as size, font, staff height, space between staff, make notes, colour code notations etc. Some software can also display the musical notes of a score on a virtual instrument such as a keyboard or finger positions on a guitar, and create a musical score directly from what is played on the keyboard. There is a wide variety of software that can be used across different devices - desktop, tablet, mobile and this may be useful in classroom, performance spaces, and exam conditions (where appropriate).

Musical notation software may already be embedded in the curriculum so students with dyslexia may need to explore additional accessibility and formatting features of the software to assist with the challenges of sight reading. Institutions may need to provide licences for students needing music notation software for the purpose of reasonable adjustment.

Below are links to reviews of various options but ADCET does not endorse any particular software.