Abstract: Expert sight readers rely on their ability to recognize patterns in scores, their inner hearing and prediction skills in order to perform complex sight reading exercises. They also have the ability to observe deviations from expected patterns in musical scores. This increases the “Eye-hand span” (reading ahead of the point of playing) in order to process the elements in the score. The study aims to investigate the gaze patterns of expert and non-expert sight readers focusing on key and time signatures. 20 musicians were tasked with playing 12 sight reading examples composed for one hand and five examples composed for two hands to be performed on a piano keyboard. These examples were composed in different keys and time signatures and included accidentals and changes of time signature to test this theory. Results showed that the experts fixate more and for longer on key and time signatures as well as deviations in examples for two hands than the non-expert group. The inverse was true for the examples for one hand, where expert sight readers showed fewer and shorter fixations on key and time signatures as well as deviations. This seems to suggest that experts focus more on the key and time signatures as well as deviations in complex scores to facilitate sight reading. The examples written for one appeared to be too easy for the expert sight readers, compromising gaze patterns.
Abstract: This paper discusses the question whether a person
diagnosed with dyslexia will necessarily have difficulty in reading
musical notes. The author specifies the characteristics of alphabet
reading in comparison to musical notation reading, and concludes
that there should be no contra-indication for teaching standard music
reading to children with dyslexia if an appropriate process is offered.
This conclusion is based on a long term case study and relies on two
main characteristics of music reading: (1) musical notation system is
a systematic, logical, relative set of symbols written on a staff; and
(2) music reading learning connected with playing a musical
instrument is a multi-sensory activity that combines sight, hearing,
touch, and movement. The paper describes music reading teaching
procedures, using soprano recorders, and provides unique teaching
methods that have been found to be effective for students who were
diagnosed with dyslexia. It provides theoretical explanations in
addition to guidelines for music education practices.