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The survey found that sight-reading ability was ranked second (“cadence” was first), followed by score-reading, harmonization, and accompaniment. A parallel result was found in the more recent survey of college piano students ranked sight-reading skill as the second most desirable skills (surpassed by “musicality”) (Kostka,1997).
Many music educators believe that the most important way to acquire good sight-reading skills is by reading extensively and practising it regularly, i.e. reading large amounts of music and playing many different unfamiliar music. Mursell (1956) and Elliott (1982) confirmed the validity of this belief...
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