Group items tagged

Harvard University researcher Gottfried Schlaug has also studied the cognitive effects of musical training. Schlaug and his colleagues found a correlation between early-childhood training in music and enhanced motor and auditory skills as well as improvements in verbal ability and nonverbal reasoning.

"[The findings] suggest that a music intervention that strengthens the basic auditory music perception skills of children with dyslexia may also remediate some of their language deficits."

Shahin said that when a person listens to sounds over and over, especially for something as harmonic or meaningful as music and speech, the appropriate neurons get reinforced in responding preferentially to those sounds compared to other sounds.

two kinds of writing disabilities. One group has initial trouble learning to read; the children respond well to instruction, but have persistent problems with writing. One of these children commented to this author, "OK, so now you cured my dyslexia; now what are you going to do about my dysgraphia?"

For many other children, writing problems develop even though they learned to read quite easily.

several reasons for writing difficulty: a) underdeveloped spelling, handwriting or composing skills, singly or in combination; b) processing problems related to handwriting, spelling and composition to included orthographic or phonological coding, fine motor planning, automatic letter retrieval and production, working memory, and so forth; or, c) attention deficit disorder. In addition, some children have simply not had a program of coordinated, explicit instruction in all the component skills needed to develop a functional writing system.