Analyzing the Effect of Practice Intensity on Piano Sight-Reading Ability Among Music Education Students

Abstract

Sight-reading is a fundamental skill in piano performance that requires the ability to read and execute musical notation quickly and accurately. This study aims to analyze the relationship between students’ practice habits and piano sight-reading ability through a literature review of previous studies. Using a qualitative literature review approach, this study synthesizes findings from various studies employing methods such as Classroom Action Research, Non-Equivalent Control Group Design, Educational Design Research, and the ADDIE model. The findings indicate that structured, consistent, and intensive practice, whether through mental, visual, auditory, or digital media-based strategies, significantly improves sight-reading ability. Regular practice helps students recognize musical notes more efficiently, strengthen hand–eye coordination, enhance memory, and internalize musical patterns, while also reducing the risk of memory slips during performance. Furthermore, approaches such as sight-singing and the use of digital media support independent and adaptive practice, foster effective practice habits, and improve reading accuracy, note-reading speed, and musical expression. These findings emphasize the importance of developing systematic practice habits to comprehensively enhance piano sight-reading skills.