Betteney, Mark and Brooks, Greg (2014) Learning to read text and learning to read music: conceptual and pedagogical parallels. International Journal of Multidisciplinary Comparative Studies, 1 (1). pp. 6-16.

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Abstract

This article explores whether current guidelines regarding the early teaching of reading are comparable to current dominant discourses in policy and pedagogy regarding the teaching of the reading of music. Although clear parallels between the two forms of reading are identified, expectations regarding the use and intended timing of reading acquisition of the two genres are shown to be very different. The possibility of transfer between the two forms of reading is also considered, and the notion of near- and far- transfer is explored. The article provides a lens through which to evaluate firmly-held assumptions implied or imposed in current guidance concerning the teaching of early reading, and also contained in the Henley Review (DfE, 2011).

Item Type:	Article
Uncontrolled Keywords:	Early reading; Notation; Pedagogy; Transfer; Decoding; Symbol recognition
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > School of Education (EDU)
Last Modified:	06 Oct 2021 21:33
URI:	http://gala.gre.ac.uk/id/eprint/14745

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