The Effects Of Training In Timing And Rhythm On Reading Achievement | Zendy

Gordon E. Taub | Zendy; Philip Lazarus | Zendy

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The 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 (cier)

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.

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