Abstract
This article aims to relate children's early conceptions about the written process in language and in musical language. Considering the similarities between music and language (Bartoli, 2020), we relate the reading processes, from early conceptions, and present a proposal of di-rect identification between the phases and reading strategies (writing and musical). We car-ried out an interdisciplinary literature review including the areas of Musical Cognition (Fire-man, 2010; Sloboda, 2008), Music Education (Boal-Palheiros, & Boia, 2020), and Psychology of Learning (Alves Martins, 1998, 2019, & Ehri, 2005), and we observed a close relationship between them. We conclude that there is a direct link between the language structures, their learning process, and, mainly, between the precocious conceptions of the children both in the conventional reading of the mother tongue, here treated as written language, and in the mu-sical language, comprising reading of the score.
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