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Rhythm and reading development in school‐age children: a longitudinal study
Author(s) -
David Dana,
WadeWoolley Lesly,
Kirby John R.,
Smithrim Katharine
Publication year - 2007
Publication title -
journal of research in reading
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.077
H-Index - 51
eISSN - 1467-9817
pISSN - 0141-0423
DOI - 10.1111/j.1467-9817.2006.00323.x
Subject(s) - rhythm , psychology , phonological awareness , reading (process) , developmental psychology , multilevel model , variance (accounting) , analysis of variance , longitudinal study , cognitive psychology , audiology , linguistics , statistics , mathematics , literacy , pedagogy , medicine , philosophy , aesthetics , accounting , business
Rhythm production in 53 children in grade 1 was investigated as a predictor of reading ability in the same children in grades 1–5. This paper reports the results of correlations and hierarchical regression analyses, controlling for shared variance between phonological awareness and naming speed. Rhythm was correlated significantly with both phonological awareness and naming speed. Rhythm predicted significant variance in reading ability at each grade level. Once phonological awareness was controlled, however, rhythm was a significant predictor only in grade 5. When naming speed was controlled, rhythm predicted unique variance in reading ability in grades 2, 3 and 5. Implications for the relationship between rhythm and the development of reading skills are discussed.