Abstract

This study sought to create a 16-week music therapy program using drumming to address the psychosocial needs of high-functioning school aged children between the ages of 10-12 associated with developmental dyslexia. These needs included self-esteem, anxiety, and reading deficits. The program formulated through this research study encompasses a variety of rhythm-based interventions originating from West African musical practices and emphasizes a group-oriented model of participation. It also draws from the principles and approaches developed from music therapy practices for children with dyslexia, which emerged from the literature and interview data.
Results of this study suggest that drumming potentially addresses the learning needs of children with dyslexia because aspects such as rhythm, structure and sequencing are common components between drumming, music perception, and language (Lamb & Gregory, 1993). Results of this study also showed that drumming can potentially address the psychosocial needs of children with dyslexia as it promotes expression, as well as physical and emotional releases (Amir, 1999). Drumming in music therapy encourages social interaction, while also offering opportunities for children to establish and connect with themselves, gain internal awareness of self through organization, and build skills in hopes that these will transfer into their daily lives.
The results of this design serve the purpose of answering the established research question: “What is the structure of a music therapy program that uses drumming for children between the ages of 10-12 who have been diagnosed with dyslexia?” A functional music therapy program was created, providing concrete examples of techniques for music therapists to develop further knowledge of how music therapy can address the needs of children with developmental dyslexia. Once tested and refined, this program can be used in music therapy clinical practice and can be the basis for further research.

Concordia University, 2015