Harrison, E;
Wood, C;
Holliman, AJ;
Vousden, JI;
(2018)
The immediate and longer-term effectiveness of a speech-rhythm-based reading intervention for beginning readers.
Journal of Research in Reading
, 41
(1)
pp. 220-241.
10.1111/1467-9817.12126.
Preview |
Text
1467-9817.12126@10.1111_(ISSN)1469-3518.World-Teachers-Day-18.pdf - Published Version Download (263kB) | Preview |
Abstract
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.
| Type: | Article |
|---|---|
| Title: | The immediate and longer-term effectiveness of a speech-rhythm-based reading intervention for beginning readers |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1111/1467-9817.12126 |
| Publisher version: | https://doi.org/10.1111/1467-9817.12126 |
| Language: | English |
| Additional information: | This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. The images or other third party material in this article are included in the Creative Commons license, unless indicated otherwise in the credit line; if the material is not included under the Creative Commons license, users will need to obtain permission from the license holder to reproduce the material. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0/deed.en |
| Keywords: | Social Sciences, Education & Educational Research, Psychology, Educational, Psychology, PHONOLOGICAL AWARENESS, DEVELOPMENTAL DYSLEXIA, INDIVIDUAL-DIFFERENCES, PROSODIC SENSITIVITY, CHILDREN, SKILLS, LITERACY, ADULTS |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10091295 |
Archive Staff Only
 |
View Item |
