NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ995840
Record Type: Journal
Publication Date: 2013-Feb
Pages: 14
Abstractor: As Provided
Reference Count: 98
ISBN: N/A
ISSN: ISSN-1525-7401
Reading Intervention Using Interactive Metronome in Children with Language and Reading Impairment: A Preliminary Investigation
Ritter, Michaela; Colson, Karen A.; Park, Jungjun
Communication Disorders Quarterly, v34 n2 p106-119 Feb 2013
This exploratory study examined the effects of Interactive Metronome (IM) when integrated with a traditional language and reading intervention on reading achievement. Forty-nine school-age children with language and reading impairments were assigned randomly to either an experimental group who received the IM treatment or to a control group who did not. Both groups received language and reading intervention, and the experimental group received an additional four hours of IM treatment during a four-week period. Although both groups made gains in reading rate/fluency and comprehension, the extent of the gains was much larger in the IM group. IM training may be useful for promoting the reading rate/fluency and comprehension of children with language and reading impairments. (Contains 2 tables and 1 figure.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Gray Oral Reading Test