We started out with our daughter being diagnosed with an auditory processing disorder (which is common in those with dyslexia); she was too young at that stage to have the dyslexia label attached. We worked on the auditory processing problem until the dyslexia diagnosis and then changed track to manage that. I just read this research on auditory processing in musicians who were dyslexic:

Auditory Temporal Processing Skills in Musicians with Dyslexia
Paula Bishop-Liebler, Graham Welch, Martina Huss, Jennifer M. Thomson and Usha Goswami
Dyslexia; Volume 20, Issue 3, pages 261–279, August 2014
The core cognitive difficulty in developmental dyslexia involves phonological processing, but adults and children with dyslexia also have sensory impairments. Impairments in basic auditory processing show particular links with phonological impairments, and recent studies with dyslexic children across languages reveal a relationship between auditory temporal processing and sensitivity to rhythmic timing and speech rhythm. As rhythm is explicit in music, musical training might have a beneficial effect on the auditory perception of acoustic cues to rhythm in dyslexia. Here we took advantage of the presence of musicians with and without dyslexia in musical conservatoires, comparing their auditory temporal processing abilities with those of dyslexic non-musicians matched for cognitive ability. Musicians with dyslexia showed equivalent auditory sensitivity to musicians without dyslexia and also showed equivalent rhythm perception. The data support the view that extensive rhythmic experience initiated during childhood (here in the form of music training) can affect basic auditory processing skills which are found to be deficient in individuals with dyslexia

Music or singing lessons is just something that we have not done with our daughter. This research seems to suggest that we probably should consider this.

  • Posted on 16. July 2014
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  • Categories: Research
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