Abstract:

Decades of research-studies with three conventional approaches: synthetic-phonetic, analytic-holistic and eclectic-balanced, have not reduced the numeral children encountering reading difficulties. Analyzing many reading methods revealed that all approaches instruct explicitly the specific language reading details, while the general reading bases are taught implicitly, though they are too abstract for young children’s grasp.
Toy Musical Notes method (T.M.N.) is an innovative notation system designed especially for young children to develop first reading and formal learning readiness by playing concretely music integrating a computer program. The method is easy, enjoyable and creative. It develops general reading and learning abilities explicitly in a concrete way that matches young children's capacity. The T.M.N. method circumvents the difficulties of conventional notation with only eight simple signs, organized in logical way easy to remember. The method enables the student to play from easy notes in short set of time (several hours). The small amount of notation-signs are easily differentiated from each other, and the active concrete playing enhance early children involving and absorbing in easier way than verbal abstract reading, at the time children have not yet matured for formal learning .
T.M.N. method notation develops children auditory memory; audio-visual integration; internalization of the alphabet principle; accumulation of signs and holding in short memory up to achieving the meaning; directionality; succession; velocity, and creating first reading schemata in children's mind. These components comprise the common general base underlie any alphabetical reading language. Thus specific strategies of the T.M.N. system integrated computer program and games are compatible for first reading explicit instruction, and develop early reading/learning abilities in young children with joy. TMN completes explicitly the general components lacked in conventional approaches instruction to develop reading and musical readiness as shown in three trials of research-studies.
Three research-studies included experimental groups who studied T.M.N. compared to control groups a) TMN intervention program in kindergarten children with pre-post tests and follow-up in first grade showed significantly higher results in all reading measures compared to control groups .b) Pre-scholars TMN integrated computer program had significantly higher results than control group in all readiness exams of reading-abilities. The weaker half of the experimental group advanced significantly more in developing abilities of reading, learning, musical abilities and close gaps of more than 30% between the halves within eight months. c) A first grade short time scope TMN study showed significant improve of symbolic perception necessary for reading abilities.
All TMN groups built “first reading schemata” in minds by explicit learning the general bases. The benefits of learning music prior to text reading became evident.

Keywords:

Explicit/implicit instruction, general reading components, early children concrete grasp, Music assisting reading and comprehension.