‘I can read further and there’s more meaning while I read’: An exploratory study investigating the impact of a rhythm-based music intervention on children’s reading

Abstract

A substantial proportion of children underachieve in reading (Brooks & Tough, 2006; Doubek & Cooper, 2007; Tymms & Merrill, 2007). This paper builds on the existing evidence base for the link between reading and rhythm, presenting findings of an investigation into a rhythm-based music intervention. Following participation in the intervention, an entrainment strategy, significant gains occurred in the children’s reading comprehension, reading accuracy and reading rate. An analysis of reading fluency revealed significant gains in the prosodic features of reading behaviour, highlighting syllable division, grammatical structures and phrase contours, and explicating the children’s deeper engagement with connected text. Rhythm-based training in music emphasized group interaction and the children themselves also reported positive changes in their sense of well-being.