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TEACHER GUIDE TO MUSIC AND DYSLEXIA - Rhinegold Publishing

TEACHER GUIDE TO MUSIC AND DYSLEXIA - Rhinegold Publishing

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Overy, K. (2003). ‘Dyslexia and Music: From timing deficits to musical intervention.’Annals of the New York Academy of Science, 999, 497-505.Goswami, U., Thomson, J., Richardson, U., Stainthorp, R., Hughes, D., Rosen, S. & Scott,S. (2002) ‘Amplitude envelope onsets and developmental dyslexia: A new hypothesis’.Proceedings of the National Academy of Science, 99, 16, 10911-6.Goswami, U. (2011). ‘Music, rhythm, rise time perception and developmental dyslexia:Perception of musical meter predicts reading and phonology.’ Cortex 47 (6) JuneGoswami, U. (2011). Language, music and children’s brains: A rhythmic timing perspectiveon language and music as cognitive systems. In P. Rebuschat et al. (Eds.) Language andMusic as Cognitive Systems. Oxford: Oxford University PressKraus, N., and Chandrasekaran, B. (2010). Music training for the development of auditoryskills. Nature Reviews Neuroscience 11, 599–605.Patel, A. D. (2011) ‘Why would musical training benefit the neural encoding of speech? TheOPERA hypothesis.’ Frontiers in Psychology, 2, (article 142), www.frontiersin.org.References from what is dyslexia?:Rose Review (2009) ‘Identifying and Teaching Children and Young People with Dyslexia andLearning Difficulties’, DCFS Publications. Download from: www.teachernet.gov.uk/publicationsRef: DCSF-00659-2009Saunders, K. & White, A. (2002) How Dyslexics Learn: Grasping the Nettle.PA<strong>TO</strong>SS, Evesham.For video clips of famous dyslexics: http://www.xtraordinarypeople.comOTHER Useful resources• Music dominoes• Coloured overlays: available from Dyslexia Consultants (or through Amazon). Pack of tendifferent colours: £26.70 (2011 price)• British Dyslexia Association. Website: http://www.bdadyslexia.org.uk/• Text-speech software: Read and Write Gold (Google it) is sophisticated but good. Thereare others (Google speech to text software).• The excellent TV programme Don’t Call Me Stupid with Kara Tointon, is partly available onYouTube: http://www.youtube.com/watch?v=9DQFbQWyOdwThe information provided here is based upon the opinon and experiencesof our contributors, who themselves are dyslexic, or have dyslexicrelatives, and who are past and present members of the British DyslexiaAssociation’s Music Committee. Every student is different and theinformation here should be treated as a guide.With many thanks to all our contributors for their time and efforts, whichwere offered free of charge. Thanks also to Music Teacher magazine, theBritish Dylsexia Association, Diana Ditchfield and Christine McRitchiePratt for their input and support and to Karen Marshall for the imagessupplied (p12, 14, cover).26 <strong>MUSIC</strong> <strong>AND</strong> <strong>DYSLEXIA</strong> <strong>GUIDE</strong>

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