Increasingly, music teachers are required to assist, tutor, or teach reading skills in the music classroom. In the effort to meet such mandates, music teachers may be challenged to either relinquish valuable music instruction time or attempt to combine instructional strategies of both music and reading into singular lessons, units, and classroom activities. It may prove beneficial for music educators to understand common characteristics inherently shared between the two subjects. This article details terminology, learning processes, and instructional strategies shared between music and reading instruction. Activities demonstrate ways reading instruction is naturally supported in the music classroom.
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