Studies of music reading are reviewed with respect to two principal questions: (1) What differences are there between the reading processes of good and poor readers? and (2) To what extent is musical knowledge implicated in reading for performance? The evidence reviewed shows (1) a typical "skill effect" such that better readers have better visual memories for notation and show more sensitivity to structural configurations in the stimuli and (2) that much of what is read is analyzed for musical significance prior to the formulation of motor commands for response. Music reading is in this respect, despite its atypical input modality, a true species of music perception.

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