‘A date with the script’: exploring the learning strategies of actors who are dyslexic

Abstract

There is a growing interest in the provision of specific learning differences (such as dyslexia) within conservatoire training, due to the Equality Act (2010) and the impact on teaching and practice. It could be argued that effective provision and inclusive practice should be grounded in research into the lived experience of those actors with specific learning differences. This article draws on accounts of the actors who took part in my research, and their experience of dyslexia, focusing on their learning process in the context of reading scripts and line-learning. The paper begins by outlining the link between dyslexia and memory and providing a working definition of dyslexia. The main body provides examples of the actors’ use of visualisation, multi-sensory methods and a holistic approach to meaning-making, in order to improve text comprehension and increase memory retention. The conclusion draws out some of the implications for training and rehearsal contexts and suggests avenues for further research.