Posted 21 October 2019 - 15:40
Posted 21 October 2019 - 15:58
Posted 02 November 2019 - 10:54
I would go with Piano Adventures because it introduces one thing at a time and when meeting child and parent for the first time I would show them the MFPA series as well as the Primer. Although the 'My First' series is aimed at younger children I find older but slower readers often choose it as it looks less threatening. It also allows the teacher more time to fit in writing and listening activities while you try to figure out how best to help.
Posted 02 November 2019 - 13:53
I've used Sharon Goodey's 'Playing with colour' books 2&3 with a dyslexic pupil, he found the early tutor book he had (I think it was Me and my piano) ok, but struggled when he was putting hands together. The colours helped him to make music more easily.
Posted 02 November 2019 - 13:59
I've found coloured overlays seem to help with some dyslexic students.
Like agricola, I would tend to go with PA, and be ready with lots of repetition and musical games to help. I often print off a set of flash cards for younger beginners, and they seem to help a lot.
Posted 02 November 2019 - 15:35
My only current dyslexic pupil used piano adventures and tunes for ten fingers - two very different books, but they work well alongside each other as they introduce notes in almost the same order, and she needed more practice than one book alone could give. She's now doing accelerated piano adventures 2 and adult pop book 1, with some additional pieces from other books from time to time.
Posted 04 November 2019 - 15:18
I am dyslexic. My teacher used Edna Mae Burnam's Step By Step with me. I suppose it's considered old fashioned now, but it worked very well for me. Now that I'm a teacher myself, I have used it with some dyslexic students with success.
Posted 04 November 2019 - 16:00
I am intrigued to know the typical depth and breadth of teachers' thorough understanding of dyslexia and associated conditions, i.e. evidence-based best practices and latest from the literature on pathophysiology, genetics, epidemiology, neurology, orthographics, diagnosis assessments and statements, neurodynamics etc.
Or is it more a case of a basic knowledge/past experience together with anecdotes from colleagues/CPD courses with a 'suck-it-and-see' approach trying out various resources and attributing correlated "successes" to these interventions despite a lack of a robust evidence base?