Music-Reading Fluency at the Piano for Beginning Children: A Literature Review

Abstract

In this literature review, I aim to synthesize empirical and pedagogical research on the multifaceted skills that contribute to music-reading fluency at the piano and to propose a framework to understand how three music-reading approaches (sounds-first, Middle C, and intervallic) may support the development of those skills in beginning piano learners. Findings indicate that the sounds-first approach, often implemented through solfège and early audiation, strongly supports auditory processing and auditory working memory, facilitating symbol-to-sound mapping. The Middle C approach reduces early cognitive and motor demands by anchoring the hands around a reference note, supporting visual decoding and motor automatisms. The intervallic approach challenges learners’ visual-spatial reasoning and motor planning while fostering keyboard flexibility and pattern recognition. A framework summarizing these relationships guides instructional design and identifies gaps for future research, including the potential of longitudinal studies that consider developmental stages.