ADDRESSING MUSIC READING DISORDERS: LEARNING AWARENESS STRATEGIES FOR A PHONOLOGIC MUSIC COMPETENCE

Mauro Carboni

Abstract


Reading disorders, whether in music or language, share deep cognitive and neural connections and involve overlapping challenges. These issues arise because in music, we primarily deal with sequences of actions or functional temporal hierarchies. Aspects such as note placement and melodic progression are absolutely crucial. Essentially, in temporal hierarchies, some elements represent a sequence rather than a whole. Reading disorders include evident problems with attention and working memory, as well as the onset of limitations in calculation skills, progressive processing, and even motor coordination. The impaired processing of visual and auditory stimuli links musical and verbal reading difficulties to a broader, deeper problem of temporal organization. Indeed, the core problem of developmental dyslexia is identified as a phonological deficit. Therefore, educational approaches aim to compensate for and support deficits in auditory recognition and temporal processing. The aim of this study is therefore to identify a series of methodological perspectives that consider the similarities between music reading difficulties and the typical challenges of verbal dyslexia. However, addressing music-reading difficulties involves distinct, specific neurocognitive, functional, and practical aspects. Specifically, music reading necessarily involves internalized and embodied anticipation and the enactment of a hypertext. Understanding the real challenges a student with SLD faces in music reading involves recognizing and addressing the complex transformation of sound-to-thought actions into written musical notation. This involves designing educational and teaching contexts that foster the integration of emotional and motivational dimensions in the implementation of educational practices, in the selection or design of instruments, and, ultimately, in the evaluation of each student's achievement and personal growth. This leads to a redefinition of the setting, adapting the learning environment in terms of time, materials, and interactions, making the music education offering more responsive and rewarding.

Keywords


music reading disorders, special education, music as embodied and enacted hypertext, metacognitive musical practices

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References


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DOI: http://dx.doi.org/10.46827/ejse.v12i5.6811

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