Decades of research-studies of three conventional approaches have not reduced the number of
\nchildren who encounter reading difficulties. Analyzing dozens of reading methods revealed that
\nreading approaches instruct explicitly the specific language details, but implicitly the general bases,
\ntoo abstract for young children\u2019s grasp.
\nThe T.M.N. innovative musical method involves reading and playing concretely the music reading
\nintegrating computer program, in order to develop reading readiness and musicality in three researchstudies. TMN completes explicitly the general components that implicitly underlie alphabetical
\nlanguages, and are lacking in conventional approaches.
\nThree research-studies included experimental groups who studied T.M.N. compared to control groups:
\na) TMN intervention program in kindergarten children with pre-post tests and follow-up in first grade
\nreading tests, resulted significantly higher in all reading measures compared to control groups; b) Preschoolers TMN integrated computer program found significantly higher results than the control group
\nin all readiness to reading-abilities exams. The weaker half of the experiment group advanced
\nsignificantly more in developing abilities of reading, learning, musical and closing gaps between the
\nhalves within eight months; c) A first grade short scope TMN study showed a significant change in
\nimproved symbolic perception, indispensable for reading abilities.
\nThese TMN groups built first mental \u201creading schemata\u201d by explicit learning of general bases, such as
\naccumulating signs, up to achieving meaning and internalizing alphabet principle etc., easing
\nsecondary reading skills. The benefits of learning music prior to text reading became evident.<\/p>\n