A century of experimental approaches to reading instruction has not
\nsignificantly reduced initial reading acquisition problems. Though
\nresearchers continue to identify more and more symptoms of deficiencies,
\nthey have, to date, come up with but few solutions. Reading instruction
\ntraditionally begins with the particular components of a specific language.
\nIn this study, we investigate a method that begins with general, basic
\nreading components common to all written alphabetical languages,
\nincluding musical notation. We propose to introduce reading by using an
\noriginal and simple musical vehicle, the Toy Musical Notes (TMN) method.
\nAfter creating a primary reading scheme through music, verbal reading
\nbecomes much easier. Our method was tested on 150 preschool children,
\nwho participated in three intervention programs: TMN, conventional music,
\nand a control group, which had a non-musical intervention program. Preand posttests were administered with follow-up assessments in reading
\ndevelopment conducted in the first grade. The results reflected significant
\nachievements for the TMN group on all reading parameters: number of
\nmistakes, vocal reading time, velocity, and comprehension. Applying this
\nmethod allowed us to use children\u2019s natural musical interest to help them
\nlearn to read and comprehend better.<\/p>\n