ERIC Number: EJ1073174
Record Type: Journal
Publication Date: 2012
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1940-5847
EISSN: N/A
The Effects of Training in Timing and Rhythm on Reading Achievement
Taub, Gordon E.; Lazarus, Philip J.
Contemporary Issues in Education Research, v5 n4 p343-350 2012
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.
Descriptors: Reading Achievement, Reading Improvement, Reading Fluency, Reading Tests, Achievement Tests, High School Students, Pretests Posttests, Experimental Groups, Control Groups, Comparative Analysis, Scores, Statistical Significance, Intervention, Statistical Analysis, Language Rhythm, Reading Ability
Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A