Instrumental music teaching with dyslexic students: an action research project

The complexities of dyslexia can create challenges for music educators and their dyslexic
students. Although there is a substantial body of dyslexia research related to literacy
remediation, there is limited research concerning instrumental music teaching and dyslexia.
Much of the existing information is deficit-based, focuses on skill discrepancies and
highlights limitations. There is little understanding of the value of relationships between
parent-teacher-student, exploration of the perspectives of dyslexic music students or
consideration of how their strengths might be identified and utilised in the lesson context.
The purpose of this thesis is to improve and enhance instrumental music teaching for
dyslexic students. Cycles of action research were informed by a review of the literature and
a survey investigating the perceptions of music exams amongst dyslexic students. Data
collection also included semi-structured interviews with students, parents and teachers in
addition to reflective observations with two case studies in the context of my piano teaching
practice. Data from an evaluative focus group brought insights from the wider inclusive
music education perspective.
Thematic analysis of the data suggests that there are a number of barriers in music
education for dyslexic students and their families across ecological systems and highlights
the need for high-quality pedagogical training for teachers. A shift from a deficit-focused
approach to an individually tailored strengths-focused approach has potential benefits for
the teacher and parent perspectives as well as promoting the student’s self-confidence and
reducing anxiety in the learning environment. The findings led to the development of an
innovative risk-resilience framework for a better understanding of how to support dyslexic
learners in the music education context. Analysis of the data also underpins the creation of
a teacher knowledge and practice standards framework to form the basis of a future
teacher training programme.