The Effects Of Training In Timing And Rhythm On Reading Achievement

Abstract

This study investigated the relationship between improvement in students’ timing/rhythmicity and reading achievement. Two hundred eighty high school-age participants completed pre- and post-test measures from the Woodcock-Johnson Tests of Achievement-III (Woodcock, McGrew, & Mather, 2001). Students in the experimental group participated in a timing/rhythm intervention designed to reduce their latency response to a reoccurring metronome beat. Students in the control group participated in traditional classroom activities. The results from the study indicate that after treatment, the experimental group’s post-test Broad Reading and Reading Fluency scores were statistically significantly higher than the non-treatment control group’s post-test scores.