The effects of colored paper on musical notation reading on music students with dyslexia
Abstract Previous research established that the use of colored overlays used for children with reading disabilities resulted in great improvement in language arts reading clarity and fluency. This study examined the effects of colored paper on music reading clarity for three dyslexic college students (N=3, 1 female, 2 males) and to evaluate their self-perceptions of reading clarity when reading notation from colored paper versus white paper. Participants were tested over ten days with musical examples printed on a color paper aid of choice and white paper alternating every two days. Results were determined by evaluating accuracy individually for each participant, and as an overall comprehensive mean in the areas of rhythm, pitch, and combined pitch and rhythm. Results indicated that when the musical examples were printed on the colored paper of choice, the participants read more accurately (85%). The participants’ pitch accuracy ranged from 80%-91% when reading on the colored paper, whereas approximately 56%-57% correct when reading on white (p<.000001). Results from the analyses showed that all three participants read rhythms significantly more accurately when the musical examples were printed on the colored paper of choice (p<.000001). The participants’ combined pitch and rhythm accuracy ranged from 80%-88% when reading on the colored paper of choice (p<.000001) as compared to approximately 56% correct when reading on white.