An important part of the process of learning to read language is being read to. Reading to young children expands language development, while providing for the development of “reading readiness”—becoming aware that print carries meaning and that one’s thoughts can be represented in print, experiencing that we read page by page, left to right, and top to bottom, and developing some sense of what language looks like in print. Similarly, “reading music” to children expands music learning, while providing for the development of “music reading readiness”—becoming aware that notation carries meaning and that one’s audiation can be represented in print, experiencing that we read music line by line, left to right, and developing some sense of what audiation looks like in print.

With language, young children who are read to regularly often “read along” with the parent or teacher, imitating “reading behaviors,” sometimes “reciting” the known story while appearing to read, and becoming familiar with the conventions of print in the process. The opportunity of “being read to” from music notation is equally beneficial for children who are steeped in rhythm and tonal syllables—to “read along,” “imitating music reading behaviors,” “reciting” known chants or songs while appearing to read, and becoming familiar with the conventions of music notation in the process.

Just as syllables cause one to reflect on their own audiation, the process of music reading causes one to reflect on rhythm and tonal knowing in syllables, presenting now a visual mirror of audiation. All music reading is done on rhythm and tonal syllables, most often with the kind of chants and songs that children are accustomed to hearing with syllables, and occasionally some that are beyond the children’s present level of experience. Music reading begins with rhythm, which provides the foundation for tonal reading. Rhythm “stories” begin with Duple meter, using primarily macro and micro beats, progressing in content as recommended throughout this course.