ABSTRACT
This chapter focuses on reading, literacy, and disciplinary literacy. Not all readers approach text or reach comprehension the same way, and an individual might stress different components of reading at different times, depending on the text type and the reading purpose. Rasinski suggests an artful approach to teaching fluency, involving readers theater, poetry, songs, and speeches, since "Fluency is best developed through assisted and repeated readings of texts. Literacy has referred to the ability to read and write. The expectations of readers by authors are different in various fields; therefore, reading behaviors and attitudes must change accordingly. Standards is a term that is proving to be almost as complex, multidimensional, and ubiquitous as literacy. "The discipline-specific knowledge, skills, and strategies that help students negotiate and interact with text in music classrooms include notation, improvisation, sight-reading, practice, memorization, intonation, expression, composition, and body movement".
