Response to the article, 'Suzuki Training for Children with Dyslexia’ by Jenny Macmillan

According to the article, a child with dyslexia needs to be in a learning program 
that is organized, methodical, using scaffolding techniques building off of what the 
student already knows, cumulative, and multisensory. Because students with 
dyslexia usually struggle with reading and learning notation as well, the Suzuki 
approach can be very beneficial to them. As the article states, the method is 
cumulative and students learn by ear. As a Suzuki cello teacher myself, I know that 
Suzuki students are always learning something new and also may be previewing 
techniques to a new piece. At the same time, in and outside of lessons, they are working on a piece at their current level, and also reviewing old pieces that they already know. I think this is very beneficial to the self-esteem of the student to be working on and performing something they already know rather than just constantly plowing onto something new. To be able to play, on a whim, a piece that one sounds great on definitely will build confidence in their abilities as a player and also foster their love for the instrument and music making. As the article states, self-esteem is something that a student with dyslexia may struggle with and having a polished piece to play is a definite confidence builder. The use of repetition and positive reinforcement of what was done well before offering criticism are two important teaching tools that Suzuki teachers use to also keep the student’s self-esteem intact.
Here is a link to the article:
http://www.jennymacmillan.co.uk/Music%20and%20dyslexia%20for%20ASJ.pdf