I have a girl (I've mentioned her before) who aged 6 struggles with reading music. I gave up on letter names and now the pressure is off she often volunteers the names of C-G note names. Although never when asked directly. But while reading the music she still cannot work out if something is going up or down and whether it's a step or a skip. She also can't tell me if a note is on a line or in a space. (I've been teaching her 18 months). We're approaching the end of My First Piano Adventures Book C.
Teaching singing by interval using solfa we talk about golden rules. If so is on a line then mi is on the line below. If so is in a space then la is on the line above....
So, inspired by this concept I tried something new. Abandoning letter names, I drew a large clef-less stave and sat it on it's side and we put our fingers on the lines and spaces. We talked about fingers 1,3 and 5 being finger friends and if one is on the line then so are the others. After she grasps that I want to do the same but with spaces. Hopefully leading her to notice line-line could be fingers 1-3 or 3-5 or 2-4. Then hopefully she'll be able to spot 3rds and 5ths by sight.
Does this make any sense! I'm getting to the end of my tether.
I just want her to be able to read by interval. I know by anchoring fingers to this concept I may be making a rod for my back later but for now I think it's worth it. Whatever I do she seems to look at me blankly.
What I want to know is, how do you teach reading by interval. How do you get students to recognise a triad chord and therefore intervals of 3rds or 5ths without having to count each time.
I teach quite a few children aged 4-6 and the rest of them have no troubles in this regard. One 5yo after 6 months of lessons is pretty much sight reading the end of Book B.