M USIC READING iS a definite part of the school music program in most of the nation. It is well known, however, that pupil achievement in music reading varies greatly, even though pupils have similar educational opportunities. Differences in pupil achievement can be attributed to variotls factors such as attitude, talent, intelligence, interest, motivation, and so forth. Each of these factors either singly or in combination plays its role in the acquisition of the skill. The purpose of this study was to ascertain what relationship exists between the factor of intelligence and the ability to learn to read music. Muszc Reading.-The term music reading may be interpreted in two ways. The most common interpretation is that it consists of reading a musical score with respect to pitch, time, rhythm, and expression, and reproducing the score either vocally or instrumentally. The second interpretation is similar except that the act of reproduction is omitted. This is the type of reading that is done silently by imagery alone. It is the act the professional musician performs when he reads ahead of the actual music. This second type of music reading was tested in this study. Tests of the ability to reproduce music from the score were eliminated because of the possibility that there are individuals capable, for example, of hearing very fine differences in pitch but who, because of poor vocal production or other reasons, are not capable of singing on pitch. Any disturbance of the vocal organs or lack of correlation between the pitch image and the vocal production can change completely the uttered sound from that which was conceived by the mind. Consequently, music reading as tested for purposes of this study did not include the act of producing actual music. Procedure.-The pa r al 1 el g r o u p technique was used. This technique utilizes two similar groups which are equated in ancillary factors but which diSer in the characteristic being studied. Factors equated were: chronological age, semesters in school, school grade, sex, and extracurricular music study. The act of music reading involves the sensations, perceptions, and imges of the receptive organs, particularly those of the eye and ear. Competencies in these areas are related to musical talent and to attitude and interest. In order to reduce the role such factors might play in the findings, all subjects who showed any evidence of eye or ear disability were eliminated. Of the two equated groups, Group A was composed of sixty-four pupils who had little or no skill in music reading, while Group B consisted of sixtyfour pupils who exceeded the average pupil in this skill. Thus, sixty-four matched pairs of pupils were used, a number sufficiently large to give reasonable reliability to the findings. Selection of Groups.-Groups A and B were selected from among pupils in the fifth and sixth grades of the public elementary schools of the adjoining communities of Fredonia and Dunkirk, New York. Music teaching in these schools is under the supervi-