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Musical Differences in Learning-Disabled and Normal-Achieving Readers, Aged Seven, Eight and Nine

University of Southern Maine, Gorham, ME 04038.

In the United States, learning-disabled children have been mainstreamed into general music classes where group instruction predominates without adequate evaluation of possible learning strengths and deficits. Three separate research projects have indicated that learning-disabled readers, aged seven, eight and nine, discriminate rhythm patterns similarly to matched normal- achieving readers but are unable to perform the same patterns in a similar manner. The two reading ability groups also differ at age seven and eight in tonal discrimination. The findings suggest that learning-disabled children may not be able to learn music in a class instructional setting as easily as their age-level peers. These exceptional learners need prior evaluation of input, integration and output capacities before being placed in learning situations where they will be unsuccessful.

Psychology of Music, Vol. 13, No. 2, 114-123 (1985)
DOI: 10.1177/0305735685132005


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