TR MilesA Positive Approach
Music and Dyslexia
A Positive Approach
Herausgeber: Ditchfield, Diana; Miles, Timothy R.; Westcombe, John
TR MilesA Positive Approach
Music and Dyslexia
A Positive Approach
Herausgeber: Ditchfield, Diana; Miles, Timothy R.; Westcombe, John
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Published originally in 2001, the first edition of Music and Dyslexia shed light on the personal experiences of dyslexic musicians and music teachers who taught dyslexic students. The field has developed rapidly, particularly in the area of neuropsychology.
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Published originally in 2001, the first edition of Music and Dyslexia shed light on the personal experiences of dyslexic musicians and music teachers who taught dyslexic students. The field has developed rapidly, particularly in the area of neuropsychology.
Produktdetails
- Produktdetails
- Verlag: John Wiley & Sons Inc
- Seitenzahl: 192
- Erscheinungstermin: 29. Februar 2008
- Englisch
- Abmessung: 229mm x 152mm x 11mm
- Gewicht: 304g
- ISBN-13: 9780470065587
- ISBN-10: 0470065583
- Artikelnr.: 22823071
- Herstellerkennzeichnung
- Libri GmbH
- Europaallee 1
- 36244 Bad Hersfeld
- gpsr@libri.de
- Verlag: John Wiley & Sons Inc
- Seitenzahl: 192
- Erscheinungstermin: 29. Februar 2008
- Englisch
- Abmessung: 229mm x 152mm x 11mm
- Gewicht: 304g
- ISBN-13: 9780470065587
- ISBN-10: 0470065583
- Artikelnr.: 22823071
- Herstellerkennzeichnung
- Libri GmbH
- Europaallee 1
- 36244 Bad Hersfeld
- gpsr@libri.de
Tim Miles, OBE, MA, PhD, CPsychol., FBPS, was the first professor of Psychology at the University of Wales, Bangor, serving from 1963 to 1987, and is now professor Emeritus. He has published widely both on dyslexia and other topics. he is an amateur cellist. John Westcombe taught music in Inner London before taking advisory and music direction posts in three large LEAs. More recently, consultancy work has been done for Trinity college of Music and Youth Music. Current interests include concert reviewing and Chairing the British Dyslexia Association Music Committee. Heinemann published his careers in Music (1997). Diana Ditchfield Studied piano performance at the royal Irish Academy of Music, before taking degrees in Education and trading in secondary school in the United Kingdom. Her interest in dyslexia started in the 1980s. She teaches piano at the Municipal School of Music in Limerick and is a Learning Support Tutor in Disability Services at University Level.
Foreword.
List of contributors.
Preface.
Section I. Tackling problems.
1. Dyslexia and Developmental differences (T. R. Miles).
2. Things that can go wrong (T.R. Miles).
Section II. In and around the classroom.
3. In and around the classroom (Christine McRitchie Pratt).
4. Classroom rhythm games for literacy support (Katie Overy).
5. Early years: Deirdre starts to learn piano (Olivia McCarthy and Diana
Ditchfield).
6. Winning over the reluctants (Christine McRitchie Pratt, Diana
Ditchfield, Sheila Oglethorpe and John Westcombe).
7. Can music lessons help the dyslexic learner? (Sheila Oglethorpe).
8. Parallels between the teaching of musical and mathematical notation (Tim
Miles).
9. The paperwork (Diana Ditchfield).
10. Sight-reading (Sheila Oglethorpe).
11. Sight-reading and memory (Michael Lea).
12. Ten top tips and thoughts (Nigel Clarke).
13. Can computers help? Matching the inner with the outer ear (Adam
Apostoli).
Section III. Strategies and successes.
14. Positive connections across the generations (Annemarie Sand and John
Westcombe).
15. Similarities and differences in the dyslexic voice (Paula
Bishop-Liebler).
16. Thirty-seven oboists (Carolyn King).
17. Suzuki benefits for children with dyslexia (Jenny Macmillan).
18. Dyslexia: no problem (Diana Ditchfield).
Section IV. Science takes us forward.
19. Insights from brain imaging (Katie Overy).
20. Music reading: a cognitive neuroscience approach (Lauren Stewart).
Index.
List of contributors.
Preface.
Section I. Tackling problems.
1. Dyslexia and Developmental differences (T. R. Miles).
2. Things that can go wrong (T.R. Miles).
Section II. In and around the classroom.
3. In and around the classroom (Christine McRitchie Pratt).
4. Classroom rhythm games for literacy support (Katie Overy).
5. Early years: Deirdre starts to learn piano (Olivia McCarthy and Diana
Ditchfield).
6. Winning over the reluctants (Christine McRitchie Pratt, Diana
Ditchfield, Sheila Oglethorpe and John Westcombe).
7. Can music lessons help the dyslexic learner? (Sheila Oglethorpe).
8. Parallels between the teaching of musical and mathematical notation (Tim
Miles).
9. The paperwork (Diana Ditchfield).
10. Sight-reading (Sheila Oglethorpe).
11. Sight-reading and memory (Michael Lea).
12. Ten top tips and thoughts (Nigel Clarke).
13. Can computers help? Matching the inner with the outer ear (Adam
Apostoli).
Section III. Strategies and successes.
14. Positive connections across the generations (Annemarie Sand and John
Westcombe).
15. Similarities and differences in the dyslexic voice (Paula
Bishop-Liebler).
16. Thirty-seven oboists (Carolyn King).
17. Suzuki benefits for children with dyslexia (Jenny Macmillan).
18. Dyslexia: no problem (Diana Ditchfield).
Section IV. Science takes us forward.
19. Insights from brain imaging (Katie Overy).
20. Music reading: a cognitive neuroscience approach (Lauren Stewart).
Index.
Foreword.
List of contributors.
Preface.
Section I. Tackling problems.
1. Dyslexia and Developmental differences (T. R. Miles).
2. Things that can go wrong (T.R. Miles).
Section II. In and around the classroom.
3. In and around the classroom (Christine McRitchie Pratt).
4. Classroom rhythm games for literacy support (Katie Overy).
5. Early years: Deirdre starts to learn piano (Olivia McCarthy and Diana
Ditchfield).
6. Winning over the reluctants (Christine McRitchie Pratt, Diana
Ditchfield, Sheila Oglethorpe and John Westcombe).
7. Can music lessons help the dyslexic learner? (Sheila Oglethorpe).
8. Parallels between the teaching of musical and mathematical notation (Tim
Miles).
9. The paperwork (Diana Ditchfield).
10. Sight-reading (Sheila Oglethorpe).
11. Sight-reading and memory (Michael Lea).
12. Ten top tips and thoughts (Nigel Clarke).
13. Can computers help? Matching the inner with the outer ear (Adam
Apostoli).
Section III. Strategies and successes.
14. Positive connections across the generations (Annemarie Sand and John
Westcombe).
15. Similarities and differences in the dyslexic voice (Paula
Bishop-Liebler).
16. Thirty-seven oboists (Carolyn King).
17. Suzuki benefits for children with dyslexia (Jenny Macmillan).
18. Dyslexia: no problem (Diana Ditchfield).
Section IV. Science takes us forward.
19. Insights from brain imaging (Katie Overy).
20. Music reading: a cognitive neuroscience approach (Lauren Stewart).
Index.
List of contributors.
Preface.
Section I. Tackling problems.
1. Dyslexia and Developmental differences (T. R. Miles).
2. Things that can go wrong (T.R. Miles).
Section II. In and around the classroom.
3. In and around the classroom (Christine McRitchie Pratt).
4. Classroom rhythm games for literacy support (Katie Overy).
5. Early years: Deirdre starts to learn piano (Olivia McCarthy and Diana
Ditchfield).
6. Winning over the reluctants (Christine McRitchie Pratt, Diana
Ditchfield, Sheila Oglethorpe and John Westcombe).
7. Can music lessons help the dyslexic learner? (Sheila Oglethorpe).
8. Parallels between the teaching of musical and mathematical notation (Tim
Miles).
9. The paperwork (Diana Ditchfield).
10. Sight-reading (Sheila Oglethorpe).
11. Sight-reading and memory (Michael Lea).
12. Ten top tips and thoughts (Nigel Clarke).
13. Can computers help? Matching the inner with the outer ear (Adam
Apostoli).
Section III. Strategies and successes.
14. Positive connections across the generations (Annemarie Sand and John
Westcombe).
15. Similarities and differences in the dyslexic voice (Paula
Bishop-Liebler).
16. Thirty-seven oboists (Carolyn King).
17. Suzuki benefits for children with dyslexia (Jenny Macmillan).
18. Dyslexia: no problem (Diana Ditchfield).
Section IV. Science takes us forward.
19. Insights from brain imaging (Katie Overy).
20. Music reading: a cognitive neuroscience approach (Lauren Stewart).
Index.







