The main goal of reading practice is to improve the student's skills of recognizing musical notes, and finding and correctly playing corresponding piano keys, therefor the teacher should not pay much attention to fingering and playing technique. The student should not know the song by memory, or memorize it during the reading practice, because the student may be inclined to rely on his memory and ear rather than on his eyesight. For this purpose the teacher allows certain number of mistakes while reading a song, and the number of repetition of a song is usually less than three. If the student makes a lot of mistakes even after 3^rd repetition of a song, it means that either the song is very difficult or the music presentation is too advanced for the student. The songs for reading must be much easier than the songs the student is currently learning so that the development of reading skills will not be hindered by technical difficulties. Usually the teacher provides the student with a bulk of songs to read, from 5 to 15 songs in one lesson or home work, which activates sight-reading instead of memory.

1. The teacher switches Gentle Piano to the 5th music presentation. This presentation is similar to the traditional music score with the exception that the musical notes are moving to denote the rhythm and support the focus field of a student. After one year of practice, any 8-year-old student must reliably read simple songs on the 5^th and 6^th presentation, and name the musical notes on the grand staff.

2. Without pre-listening to the song, the student reads and plays the song on the piano, and sings the names of played musical notes.

3. If the student made a lot of mistakes while reading a song, he listens to the song using the Gentle Piano program. He gets the notion about the melody and activates his musical ear and memory to support his reading practice.

4. The student repeats playing the song by this time on the 6^th presentation. This presentation does not practically differ from the standard musical score, except it provides visual feedback to show if the student is playing correct notes and what is wrong. Again, he sings the names of the played notes. After the success, he may write the result and move to the next song.

Another important feature of our reading practice is singing of sol-fa names of notes while playing the piano. The sound of the piano supports the correctness of the student's singing. This singing (Solfamization or Solfeggio) involves the mind and voice of the student in the process of reading and playing, and unites together the music graphics, voice, sound and piano key space with the names of the musical notes. It builds a basis for the intellectual music practice when a person is able not only to play, but also to analyze the graphics and sound of a musical composition with words. Solfeggio also trains the skills for singing from the sheet music and writing down a pre-listened melody.

For the reading practice with less advanced students, the teacher may use any simpler music presentation. Usually it is either 4^th or 3^rd presentation. The 3^rd presentation contains the note name symbols, so the teacher can use this presentation for Solfeggio with the students who do not know the names of all notes on the Grand Staff.