Dysorthography and music

Playing an instrument, singing, keeping rhythm: music attracts many children, and children with dysorthography are no exception. It can be a real source of pleasure and confidence. It also calls on skills close to those used for reading and writing. Here is what you need to know. Practised with enjoyment, music can become a real ally.

An area of pleasure and success

Music is a space of expression where the child with dysorthography can flourish, far from mistakes and corrections. It offers a different language, in which they can express their emotions freely.

Making progress on an instrument, playing in front of others, being part of a group all strengthen their confidence. These moments of sharing also nourish their relationships with others.

See self-esteem. The pride felt after a concert or an audition matters enormously.

Music and the sounds of language

Music develops fine listening skills, rhythm and auditory memory. These skills are close to phonological awareness, which is useful for spelling. Distinguishing similar sounds, spotting a rhythm, remembering a melody all draw on abilities that are useful in writing.

Some studies suggest benefits of musical training for reading skills, but music does not replace speech and language therapy. It remains a pleasant addition, not a method of treatment.

See phonological awareness. Enjoyment must remain the main motivation.

Rhythm and syllables

Singing, tapping out rhythms, breaking songs down into syllables: these musical activities also help children perceive how words are divided. These rhythm games help them hear syllables in a natural way.

Nursery rhymes and songs are, moreover, often used in speech therapy with the youngest children. Speech and language therapists readily use them to make sessions fun.

It is a playful way of working on useful skills, without pressure. These activities are also very easy to do together as a family.

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Music theory, a point to consider

Music theory involves reading notes, sight-reading and memorising codes: this can be difficult for a child with dys-difficulties, especially if they also have dyslexia. These difficulties should not deprive them of the pleasure of playing.

Let the music teacher know, so they can adapt their approach: more oral work, listening and colour, less pure reading at first. Many teachers adapt their teaching when they are informed.

See dysorthography and dyslexia. Some musicians learn by ear first, before reading music.

Choosing a suitable course

Some music schools offer more oral or playful teaching methods, suited to children who have difficulties with the written word. Active teaching methods often put practice before theory.

Small-group lessons, collective practice workshops or choirs are often more accessible at the start. Playing with others is very motivating for a child.

The essential thing is that your child enjoys themselves. A child who loves their activity will keep it up for longer.

Music as a memory aid

Music can also serve as a learning tool: turning a spelling rule into a song, making up a nursery rhyme to remember a tricky word. A rule that is sung is often much easier to remember.

Sung mnemonic devices are often very effective. You can make up these songs together, which is also a lovely bonding moment.

See memo sheets. These tips can support them throughout their schooling.

Music at school

Music lessons at secondary school are often a subject in which a child with dys-difficulties can succeed, provided assessment does not rely too heavily on writing. Musical projects in class are often an opportunity to shine.

The adjustments in the PAP can apply to music just as they do to other subjects. An oral or practical assessment often suits them better.

See the PAP. Speak to the music teacher at the start of the year.

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Questions that keep coming up

Does music help with dysorthography? ?

It develops skills close to those useful for spelling, but it does not replace remedial therapy. It remains a pleasant addition, not a method of treatment.