Teaching students with dyslexia in the choral classroom. A case study



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The purpose of this study was to determine what accommodations can be used in a choral classroom to assist learners with dyslexia. The participants included four music teachers, and one dyslexia specialist. Based on interviews with the participants, nine themes emerged. All of the music teachers interviewed reported that the investment of time was extremely important in helping their dyslexic students. Because of the idiosyncratic nature of dyslexia, knowing the abilities of their individual students was an integral element in helping them progress musically. The positive dispositions of both student and teacher were important in assisting students to reach their goals and in increasing levels of student confidence. Participants emphasized the importance of using creative approaches to help students learn to read music, a critical skill in the choral classroom. All participants expressed feelings of inadequacy regarding the training they received to teach students with dyslexia. Multi-sensory teaching and the incorporation of multiple learning styles were strongly endorsed by participants as effective techniques for teaching students with dyslexia. Participants agreed that the modifications made for the students with dyslexia were universally beneficial to students in the music classroom.



Dyslexia, Music, Choral, Teaching