The purpose of this study was to determine the effect of a program of rhythmic training upon the ability to perform music at sight. In addition to examining the overall sight-reading improvement, rhythm reading improvement was also investigated. The program of rhythmic training utilized the Temporal Acuity Products (TAP) system as the rhythm training aid. From these findings it was concluded that the program of rhythmic training did not affect the ability to perform music at sight. A transfer of rhythm reading to sight-reading did no take place. Results of the retention test indicated an improvement in the experimental group's scores over an extended period of time. This improvement revealed that when subjects were tested after two months, the program of rhythmic training did have an effect on sight-reading ability. It was also concluded that there might be a hierarchy of skills in which rhythmic training is only one aspect. Furthermore, there could be a combination of skills which must improve simultaneously in order to effect overall sight-reading ability.

The purpose of this study is to develop a fourteen-week program for teaching beginning music reading through rhythmic and pitch notation to pre-school children in piano classes. The historical background for the study discusses man's learning abilities in the group process in music education with the particular reference to class piano and its development and publications by leading authorities concerning class piano and rhythmic training in the classroom. The second chapter contains analyses and summaries of five selected texts pertinent to the study. The findings of research of the five selected texts serve as the groundwork for the development of the program which is contained in the third chapter.