Experiential (informal/non-formal) practice does not improve sight-reading skills

Abstract

This study investigates whether experiential (informal/non-formal) sight-reading practice has an impact on sight-reading skills of classical university-level pianists. Data collected from 80 self-report practice diaries of students participating in trials of new sight-reading pedagogies were analysed to evaluate the effect of experiential sight-reading practice on improvement in sight-reading performance, focusing on the overall duration of sight-reading activities accumulated over the 10-week period and different patterns across this time. Data were subjected to bivariate regressions and bivariate correlations analyses. Results showed that improvement in sight-reading performance on three out of the four key indicators (beat adjustment, extra notes and missing notes) could not be predicted by participants' overall hours of experiential practice. Yet the total number of hours engaged in sight-reading practice did predict an improvement in participant RMS accuracy (average timing errors for each correct note played). Findings also revealed no consistent pattern of practice across the 10 weeks that was associated with any of the four performance indicators. Implications for education include the need to embrace multi-faceted approaches to sight-reading training by focusing on skills contributing to expert sight-reading and their development, individually and in combinations. Rhythm and pitch training, development of pattern recognition and prediction skills, and collaborative playing activities have the potential to enhance sight-reading skills of music undergraduates and have positive flow-on effects for their preparation for 21st century music careers.

The Contributions of Updating in Working Memory Sub-Processes for Sight-Reading Music Beyond Age and Practice Effects

“…Considering all these studies, it may be suggested that (a) practice SR related skills could be considered as one of the main predictors of SR performance (but see for a different account: Mishra, 2014; Zhukov, 2017); (b) WM processes seem to be involved in SR performance both among expert musicians and those with different levels of instrument knowledge; and (c) regardless of effect of practice, WM could play a role in SR performance, both in rhythm accuracy and in global subjective performance, but the influence of WM is complex and probably depends on the type of indexes of SR performance obtained, or on the kind of WM task used (Kopiez and Lee, 2008).…”

Eye-movement efficiency and sight-reading expertise in woodwind players

“…These approaches have been confirmed by Zhukov et al ( 9 ) who implemented a hybrid approach to SR training that included rhythm training, familiarity with different musical styles, and ensemble work combined into a new curriculum for higher education. In a separate study the entrenched myth that informal practice improves sight-reading was also debunked ( 10 ).…”

Physiological evidence of stress during woodwind sight-reading

“…The question of how to improve SR skills and prepare music students for portfolio careers is still being debated. For example, typical approaches to improving SR by practicing have been debunked (Zhukov, 2017), while research-based SR pedagogy that includes rhythm training, experience of different styles, and ensemble playing is showing promising results (Zhukov, Viney, Riddle, Teniswood-Harvey, & Fujimura, 2016).…”