Harmonious Collaboration: Music Teachers' Roles in Multidisciplinary Screening for Dyslexia

Authors

  • Alison Brown Murray State University https://orcid.org/0000-0002-3646-1103
  • Stephanie Schaaf Murray State University
  • Laura Liljequist Murray State University
  • Joan Eckroth-Riley Murray State University
  • Colleen Cornelius University of Kentucky

DOI:

https://doi.org/10.18666/LDMJ-2026-V31-I1-13191

Keywords:

Dyslexia, music educators, literacy disability, literacy screening

Abstract

Efficiently identifying students with dyslexia in public schools is crucial for early intervention. Multidisciplinary collaboration for literacy screening is a valuable tool often left unused, especially with novel partnerships. Literacy and musical skills share common neurological pathways, and musical interventions have been shown to improve literacy skills. Beyond therapeutic interventions, music educators possess knowledge of students’ musical skills that is advantageous in screening students for literacy disabilities. This study utilized a descriptive research design to identify music educators’ roles in screening for reading disabilities in public schools. 92% of respondents had not screened for literacy disorders/dyslexia from within the music discipline, but the majority agreed that music educators should have a role. Their perceived familiarity with the connections between music and literacy was positively correlated with their attitude about having a role in identifying students [r(70) = .351, p = .0025]. Implications for educational leaders are highlighted, including providing literacy education for future music teachers in pre-service programs and proposed structures for multidisciplinary collaboration with music educators in literacy teams. 

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Published

2026-05-21

Issue

Vol. 31 No. 1 (2026)

Section

Articles

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