Increasingly I see the profound connection between improvisation and effective sight-reading. If invited to rearticulate, rephrase, rewrite the material rather than render it note-perfect or meter-perfect the student will inhabit the material first and be motivated to render it "correctly" with active involvement.
Emphasis on perfect reading first time around inhibits auditory involvement and delays musical instincts.
It works with Bach Inventions, of all things.
