If possible, a parent should share the experience of learning the recorder and ensure that sounds and fingering are directly related to the musical notation. Careful consideration should be given to the choice of future instruments. It could be that, once the child has mastered the treble clef with the recorder, piano lessons could start. Possible problems should be discussed with potential teachers so as to make certain they are flexible in their approach and willing to adapt to the child's needs. The children's own wishes as to choice of instrument are, of course, a crucial factor' and they should be allowed to express preferences regarding such matters as pitch, technical requirements, and musical repertoire.
Brass instruments can provide a musical outlet in a variety of groups.
In the brass band, whatever the pitch of the instrument, only the treble clef will be required, and this is a great help for musicians with dyslexia. Also, when one is teaching a brass instrument to a pupil, the fingering can be written under the notes so that when players see the note on the page and push down their fingers the right sound is heard. Gradually, the process will become automatic and the numbers will not need to be written. If the young cornet player wishes to play the trumpet in an orchestra, she or they will probably need to transpose and considerable teaching will be required to help them do this. Transposition can also prove a hazard for dyslexic French horn players.