An Analysis of Auditory Attending Skills

Camp, Sarah S. Van

doi:10.1177/002221948001300410

J Learn Disabil

1980

DOI: 10.1177/002221948001300410

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An Analysis of Auditory Attending Skills

Sarah S. Van Camp

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1983

1984

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“…Inasmuch as many writers in the learning disability field (Bryan & Bryan 1978, Johnson 1980, Johnson & Myklebust 1967, Myklebust 1954, Tallal 1980, Van Camp 1980, Wepman 1960 have discussed the connection between auditory disorders and poor reading ability, the children you teach who have such learning problems may also suffer tangent learning difficulties in a primarily auditory, non-verbal subject area. This possibility certainly needs to be considered and explored by yourself and the music specialist.…”

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Music Teachers Need Your Help

Atterbury

1984

J Learn Disabil

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There is a present lack of communication between resource teachers and music educators who work with learning disabled children. The possible reasons for this inadequate professional cooperation are divergent schedules and a lack of knowledge as to each other's long and short term goals. An overview of the music curriculum is offered as a beginning step in achieving awareness of these goals. In addition, there are specific problems LD children may have with the music educator's curriculum. They may have problems with music texts because of the excessive visual material or confusing formats. The ability to receive auditory input and respond motorically is used in primary music classes while in intermediate grades there is often auditory and visual input with a precise motor response expected. Resource teachers can aid music specialists by sharing the knowledge regarding a child's normal intelligence and by apprising the music teacher of the child's specific learning strengths and weaknesses which have applicability to music class situations.T his is, unabashedly, a plea for help! It comes from a concerned music educator, one of the "special" teachers who works with every child in a school. It is addressed to at least one of the other "specialists" who teaches individuals or small groups all day-the resource room teacher. This plea also constitutes an attempt to establish two-way (responsive) communication between professionals who may feel, at times, that they really have very little in common. And we know that this is not true! The learning disabled child who receives an hour of your teaching time per day also attends a music class, for example, once or twice a week. What happens to the child during that time? Is the music teacher more than superficially aware of the child with whom you have spent so much time? Is the music teacher cognizant of the child's specific learning problems? Conversely, do you know what the content and goals of the music class are, and how they may relate to your area of expertise? Do you think, as you pass the music room and hear children singing and playing instruments, that they are in that room to have fun-or to unwind after working hard at learning in their classroom?Lack of communication between two sets of professionals who interact with the same child may lie in, and be nurtured by, schedules which appear divergent. Or it may result from an articulation gap in the planning of activities which each adult is using to effect short and long term goals. In your present situation perhaps scheduling involves both the resource teacher and the music teacher in more than one school building each day or each week. The music teacher is commonly scheduled to teach many classes each day; sometimes with little or no time intervals between classes. Even when this adult recognizes that a child in a particular class has a learning problem, lack of time prohibits any professional attempt at immediate follow-up, which, when combined with the constant changing of classes, tends to push that child's p...

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confidence: 99%

Music Teachers Need Your Help

Atterbury

1984

J Learn Disabil

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A Comparison of Rhythm Pattern Perception and Performance in Normal and Learning-Disabled Readers, Age Seven and Eight

Atterbury

1983

Journal of Research in Music Education

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While the passage of Public Law 94–142 has increased the mainstreaming of exceptional children in general music classes, little research has been conducted to determine if these children learn music similarly to normal learners. This study investigated possible differences in rhythm pattern ability between 40 normal and learning-disabled readers, age 7 and 8. Individual assessment of rhythm perception and rhythm performance was conducted using three modes of presentation: tapped, melodic, tapped and spoken (ta, ti-ti, etc.). Three responses were measured; recognition (same and different), join-in performance, and echo performance. The rhythm section of the Primary Measures of Music Audiation (PMMA) (E. Gordon, 1979) was adapted for the exceptional subjects. Significant differences in rhythm pattern ability were found between the two reading-ability groups that was greater at age 7 than at age 8. Group differences were found on both performance measures but not on the author's perception test. Significant group differences were found on the PMMA, rhythm section.

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An Analysis of Auditory Attending Skills

Cited by 2 publications

References 17 publications

Music Teachers Need Your Help

Music Teachers Need Your Help

A Comparison of Rhythm Pattern Perception and Performance in Normal and Learning-Disabled Readers, Age Seven and Eight

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