Music score reading ability defined in this study as skill in the detection and identification of pitch and rhythmic errors, is a necessary requisite for teachers of instrumental music. In an effort to devise an instructional method for teaching score reading skill, self instructional programed drill materials were developed and the use of these materials in improving the score reading skill of student conductors was evaluated. Music material for the drill tapes was randomly gathered from public school performances. Analyses of these performances resulted in a glossary of typical student errors. Short excerpts were re-recorded in which only one pitch or rhythm error was allowed in an otherwise near perfect performance. Errors were programmed so that detection and identification were accomplished in four frames. Twenty tapes of 12 excerpts each were developed. Similar non-programed materials were constructed for purposes of comparison. The result of the experimental application of these drills indicated that the programed materials produce greater improvement in score reading skill than non-programed materials. (Author/AM)