Open AccessThe Effects Of Training In Timing And Rhythm On Reading Achievement
Author(s) -
Gordon E. Taub,
Philip Lazarus
Publication year - 2013
Publication title -
contemporary issues in education research
Language(s) - English
Resource type - Journals
eISSN - 1941-756X
pISSN - 1940-5847
DOI - 10.19030/cier.v5i4.7598
Subject(s) - metronome , psychology , fluency , rhythm , developmental psychology , reading (process) , woodcock , academic achievement , test (biology) , audiology , medicine , mathematics education , ecology , paleontology , political science , law , biology
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 groups post-test Broad Reading and Reading Fluency scores were statistically significantly higher than the non-treatment control groups post-test scores.