I will post more information once the article is formally published.
- Taub, G., McGrew, K. & Keith, T. (in press). Improvements in interval time tracking and effects on reading achievement. Psychology in the Schools.
- This paper examines the effect of improvements in timing/rhythmicity on students’ reading achievement. A total of 86 participants, attending a public charter school receiving Title 1 funding, completed pre- and post-test measures of reading achievement from the Woodcock-Johnson III Tests of Achievement (Woodcock, McGrew, Mather, 2001), Comprehensive Test of Phonological Processing (Torgesen, Wagner, & Rashotte, 1999a), Test of Word Reading Efficiency (Torgesen, Wagner, & Rashotte, 1999b), and Test of Silent Word Reading Fluency (Mather, Hamil, Allen, & Roberts, 2004). Students in the experimental group participated in a 4 week intervention designed to improve their timing/rhythmicity by reducing the latency in their response to a synchronized metronome beat, referred to as a synchronized metronome tapping (SMT) intervention. The intervention required, on average, 15 daily 50 minute sessions. The results from this non-academic intervention indicate the experimental group’s post-test scores on select measures of reading were significantly higher than the non-treatment control group’s scores at the end of 4 weeks. This paper provides a brief overview of domain-general cognitive abilities believed effected by SMT interventions and provides a preliminary hypothesis to explain how a non-academic intervention designed to improve timing/rhythmicity can demonstrate a statistically significant effect on students’ reading achievement scores.
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