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ERIC Number: EJ1165922
Record Type: Journal
Publication Date: 2018-Feb
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0141-0423
The Immediate and Longer-Term Effectiveness of a Speech-Rhythm-Based Reading Intervention for Beginning Readers
Harrison, Emily; Wood, Clare; Holliman, Andrew J.; Vousden, Janet I.
Journal of Research in Reading, v41 n1 p220-241 Feb 2018
Despite empirical evidence of a relationship between sensitivity to speech rhythm and reading, there have been few studies that have examined the impact of rhythmic training on reading attainment, and no intervention study has focused on speech rhythm sensitivity specifically to enhance reading skills. Seventy-three typically developing 4- to 5-year-old children were randomly allocated to one of three treatment groups and received a speech-rhythm-based intervention, a phonological-awareness-based intervention, or a control intervention over 10 weeks. All children completed pre-test, post-test and delayed post-test measures of speech rhythm sensitivity, single-word reading, phonological awareness and vocabulary. The results show that it is possible to train speech rhythm sensitivity in this age group and that children who undertook the speech rhythm intervention showed a significant improvement in their word reading performance compared to children in the control group. Group differences were maintained 3 months later.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A