The Effect of iPad Use in Teaching Music Notation to Students Who Have Dyslexia

• In Event: Technology Use in Teaching Students With Disabilities

Abstract

A study was done to assess effectiveness of the iPad in helping students who have dyslexia learn music notation. Students with dyslexia, who have difficulty with symbols and require more time to internalize information, were given the opportunity to practice what they had learned in class using drill-and-practice on the iPad. A second group of students with dyslexia were given instruction, but then only played music games. Both groups were tested on their recognition of music notation pre and post instruction. A mixed design analysis of variance found a significant interaction, with those in the treatment group achieving higher on the posttest than the control group, indicating that use of the iPad was effective at increasing recognition of music notation.

Authors

• Nancy Shallcross Witmer, West Chester University of Pennsylvania

• David Lee Bolton, West Chester University of Pennsylvania