A Cognitive Linguistic Approach to Piano Sight-Reading Instruction

This study investigates the design, development, and evaluation of a novel instructional module for piano sight-reading, grounded in the principles of Cognitive Linguistics and utilizing the Design and Development Research (DDR) framework. Aiming to address persistent shortcomings in traditional sight-reading pedagogy for children aged 7–11, the research integrates Cognitive Linguistics (CL) concepts—including embodied cognition, schema theory, and metaphorical thinking—with Piaget established developmental and Vygotsky sociocultural educational theories. The DDR process comprised a comprehensive needs analysis involving interviews with piano teachers and surveys with students, informing the module's conceptualization. Iterative module development incorporated expert feedback and pilot testing to ensure theoretical rigor and practical usability. The module was then implemented in an experimental group, with outcomes compared against a control group receiving conventional instruction. Quantitative data from pre- and post-tests indicated statistically significant improvements in sight-reading accuracy and musical understanding among the experimental group, while qualitative feedback highlighted enhanced student engagement and confidence. The resulting teaching module provides educators with a practical teaching tool that can reduce the instructional gaps that often occur in traditional piano lessons.The study demonstrates that a CL-informed, DDR-based approach can substantially improve young learners' sight-reading skills and attitudes. Findings offer theoretical and practical implications for piano pedagogy and support the adoption of interdisciplinary, cognitively informed instructional design in music education.