@phdthesis{discovery10007423,
          school = {Institute of Education, University of London},
           title = {The effect of a music intervention on the temporal organisation of reading skills},
            year = {2007},
            note = {Abstract
This study investigated the reading behaviour of school children following participation
in a rhythm-based music intervention. The investigation was inspired by pupils' progress
in music lessons after using the rhythm-based music intervention. Little empirical work
has been done on metre and learning. This project has focused upon 'temporal regulation'
and 'temporal integration' as a possible learning pathway linking the music intervention,
as an entrainment activity to reading behaviour. The theoretical framework draws upon
multi-disciplinary areas of literature to converge on metre as an organisational feature
common to music and language.
The methodology of this small scale research project involved three stages. First, three
empirical explorations of the music intervention used a mixed experimental design. The
randomly selected participants were school children, 8-10 years of age. Secondly, a
small, randomly selected sample of school children with below average capability in
reading comprehension or reading fluency, took part in a two-treatment experimental
design comparing the music intervention and a phonics intervention. The third stage, a
trial in two schools, investigated whether the effects of the rhythm-based music
intervention were sustained when the music intervention was directed by school staff.
Although only small samples were involved, a consistent effect was found in gains in
reading comprehension for below average capability readers, following participation in
the music intervention. In the two-treatment design, positive effects were found for rate
of reading, reading comprehension and phonological discrimination but not for reading
accuracy. In the trial in two schools, effects were found for reading comprehension,
reading accuracy in both schools and rate of reading in one school suggesting that the
music intervention may be suitable for use as part of the music or the literacy programme
in schools. Overall the data suggested that the rhythm-based music intervention had a
positive effect on children's reading behaviour.},
          author = {Long, Marion},
             url = {http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444191},
        abstract = {This study investigated the reading behaviour of school children following participation
in a rhythm-based music intervention. The investigation was inspired by pupils' progress
in music lessons after using the rhythm-based music intervention. Little empirical work
has been done on metre and learning. This project has focused upon 'temporal regulation'
and 'temporal integration' as a possible learning pathway linking the music intervention,
as an entrainment activity to reading behaviour. The theoretical framework draws upon
multi-disciplinary areas of literature to converge on metre as an organisational feature
common to music and language.
The methodology of this small scale research project involved three stages. First, three
empirical explorations of the music intervention used a mixed experimental design. The
randomly selected participants were school children, 8-10 years of age. Secondly, a
small, randomly selected sample of school children with below average capability in
reading comprehension or reading fluency, took part in a two-treatment experimental
design comparing the music intervention and a phonics intervention. The third stage, a
trial in two schools, investigated whether the effects of the rhythm-based music
intervention were sustained when the music intervention was directed by school staff.
Although only small samples were involved, a consistent effect was found in gains in
reading comprehension for below average capability readers, following participation in
the music intervention. In the two-treatment design, positive effects were found for rate
of reading, reading comprehension and phonological discrimination but not for reading
accuracy. In the trial in two schools, effects were found for reading comprehension,
reading accuracy in both schools and rate of reading in one school suggesting that the
music intervention may be suitable for use as part of the music or the literacy programme
in schools. Overall the data suggested that the rhythm-based music intervention had a
positive effect on children's reading behaviour.}
}