Music education for improving reading skills in children and adolescents with dyslexia

Introduction: Rehabilitation techniques have been used to facilitate reading acquisition in dyslexia. However, many individuals continue to present academic impairment throughout life. New intervention strategies are necessary to further help this population. Objectives: Assess the impact of transcranial direct current stimulation on reading skills in children and adolescents with dyslexia. Methods: The study was conducted with one-group pretest–posttest. Participants received 2 mA transcranial direct current stimulation during 30 minutes for 5 consecutive days. Reading performance was measured by a group of tasks (identification and reading of letters, syllables, words, nonwords, and text). Results: A significant increase in the number of correct answers for nonwords and text tasks was observed after transcranial direct current stimulation ( P = .035 and P = .012, respectively). Conclusion: The transcranial direct current stimulation seems to be a promising tool for the treatment of reading problems in dyslexia. Future studies are necessary to confirm the effects of transcranial direct current stimulation and to establish optimal intervention protocol in this population.

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Music Education for Surviving and Thriving: Cultivating Children’s Wonder, Senses, Emotional Wellbeing, and Wild Nature as a Means to Discover and Fulfill Their Life’s Purpose

Frontiers in Education ◽

10.3389/feduc.2021.648799 ◽

2021 ◽

Vol 6 ◽

Author(s):

Tawnya D. Smith

Keyword(s):

Curriculum Development ◽

Music Education ◽

Children And Adolescents ◽

Human Nature ◽

Childhood And Adolescence ◽

Emotional Wellbeing ◽

Human Flourishing ◽

Nature Deficit Disorder ◽

Nature Deficit ◽

Sense Of Wonder

Children who are supported throughout childhood and adolescence to both maintain their sense of wonder in nature, and honor and explore their wild human nature, are well positioned to mature into soulcentric adults capable of living into their purpose in service to both their culture and the whole of life. However, our society’s ecocidal culture and unjust institutions often replicate oppressions and promote egocentric behaviors that preclude thriving. Additionally, many children are alienated from nature and are thought to have nature-deficit disorder, which can include both mental and physical maladies. In this article I explore conceptions of ecojustice education to further illustrate pathways for curriculum development in music education that might encourage children and adolescents to maintain their sense of wonder in nature, fully develop their sensory capacities, support their mental and emotional wellbeing, attune more carefully to their wild nature and soul’s purpose, and contribute to the environmental and social commons—all which might support human flourishing and the continued survival of our species.

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Videogame exposure positively associates with selective attention in a cross-sectional sample of young children

PLoS ONE ◽

10.1371/journal.pone.0257877 ◽

2021 ◽

Vol 16 (9) ◽

pp. e0257877

Author(s):

Alexandria D. Samson ◽

Christiane S. Rohr ◽

Suhyeon Park ◽

Anish Arora ◽

Amanda Ip ◽

...

Keyword(s):

Selective Attention ◽

Children And Adolescents ◽

Longitudinal Studies ◽

Reading Skills ◽

Executive Attention ◽

Older Children ◽

Fast Reaction ◽

Cross Sectional ◽

Attention Skills ◽

Visuomotor Skills

There is growing interest in how exposure to videogames is associated with young children’s development. While videogames may displace time from developmentally important activities and have been related to lower reading skills, work in older children and adolescents has suggested that experience with attention-demanding/fast-reaction games positively associates with attention and visuomotor skills. In the current study, we assessed 154 children aged 4–7 years (77 male; mean age 5.38) whose parents reported average daily weekday recreational videogame time, including information about which videogames were played. We investigated associations between videogame exposure and children’s sustained, selective, and executive attention skills. We found that videogame time was significantly positively associated only with selective attention. Longitudinal studies are needed to elucidate the directional association between time spent playing recreational videogames and attention skills.

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Specific language and reading skills in school-aged children and adolescents are associated with prematurity after controlling for IQ

Neuropsychologia ◽

10.1016/j.neuropsychologia.2010.12.038 ◽

2011 ◽

Vol 49 (5) ◽

pp. 906-913 ◽

Cited By ~ 47

Author(s):

Eliana S. Lee ◽

Jason D. Yeatman ◽

Beatriz Luna ◽

Heidi M. Feldman

Keyword(s):

Children And Adolescents ◽

Reading Skills ◽

Specific Language ◽

School Aged Children

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Teaching stage fright? – Implications for music educators

British Journal of Music Education ◽

10.1017/s0265051713000144 ◽

2013 ◽

Vol 31 (1) ◽

pp. 85-98 ◽

Cited By ~ 16

Author(s):

Tim Patston

Keyword(s):

Music Education ◽

Children And Adolescents ◽

Teaching Practice ◽

Critical Role ◽

Music Performance ◽

Music Educators ◽

Developmental Trajectory ◽

Professional Musicians ◽

Music Performance Anxiety ◽

Prerequisite Skills

Music performance anxiety (MPA) is a widely acknowledged condition in the field of music performance. However, MPA is rarely discussed in the field of music education. Classroom, studio and conservatoire teachers observe their students experiencing MPA related to performances, examinations or auditions, but few have the prerequisite skills to manage the condition. It is therefore essential for music educators to gain an understanding of MPA in order to assist their students. This paper discusses the nature of MPA and its prevalence in the various populations which have been reported in the literature, including children and adolescents, undergraduates, amateur and professional musicians, and music educators. The paper argues that music educators have a critical role in the developmental trajectory of the condition and provides music educators with advice on how teaching practice can ameliorate developing or extant MPA in their students.

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Dyslexia in the Music Classroom: A Review of Literature

Update Applications of Research in Music Education ◽

10.1177/8755123319831736 ◽

2019 ◽

Vol 38 (1) ◽

pp. 9-17

Author(s):

James L. Reifinger

Keyword(s):

Music Education ◽

Reading Ability ◽

Reading Skills ◽

Experimental Studies ◽

Review Of Literature ◽

Music Training ◽

Music Classroom ◽

Reading Impairment ◽

Specific Reading ◽

Timing Hypothesis

Developmental dyslexia, or specific reading disorder, is a reading impairment characterized by persistent difficulty in word recognition, decoding, and spelling skills in children despite having average or above academic performance in other areas. To increase an understanding of the nature of dyslexia and its relationship to music, this article first discusses the process of typical reading development and how researchers believe this process is impaired for individuals with dyslexia. Dyslexia identification and interventions are then explained. Next, research that shows how music skills may differ for students with dyslexia is presented. Experimental studies have shown that music training has been an effective way to improve reading skills in children with dyslexia. To understand why music training might improve reading ability, the precise auditory timing hypothesis proposed by Tierney and Kraus is discussed, along with implications for music education.

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