Susan Hallam
Can a rhythmic intervention support reading development in poor readers?
University College London
increasing interest wider benefits music relation reading although relatively little evidence relating role music might play developing literacy skills experiencing difficulties research reported explores impact rhythmic intervention involving clapping stamping chanting music following notation chart intervention took place 10 minutes week 10week period groups 10 children lower average reading scores children first year secondary school 1112 years old nara ii test selected assess reading accuracy comprehension reading rate intervention alternative forms test used pupils n 354 attending six secondary schools uk participated randomly allocated control 174 intervention groups 180 multivariate analysis variance change scores across period intervention revealed statistically significant differences control intervention groups reading accuracy p 014 comprehension p 001 reading rate differences reading accuracy equivalent 138 standardized scores reading comprehension 233 standardized scores