Article2006

Rhythm and reading development in school‐age children: a longitudinal study

Dana David · Lesly Wade‐Woolley · John R. Kirby · Katharine Smithrim

103 citations0/0 files storedJournal of Research in Reading

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Reading and Literacy Development Phonetics and Phonology Research Language Development and Disorders

Abstract

Rhythm production in 53 children in grade 1 was investigated as a predictor of reading ability in the same children in grades 1–5. This paper reports the results of correlations and hierarchical regression analyses, controlling for shared variance between phonological awareness and naming speed. Rhythm was correlated significantly with both phonological awareness and naming speed. Rhythm predicted significant variance in reading ability at each grade level. Once phonological awareness was controlled, however, rhythm was a significant predictor only in grade 5. When naming speed was controlled, rhythm predicted unique variance in reading ability in grades 2, 3 and 5. Implications for the relationship between rhythm and the development of reading skills are discussed.

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References

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Cited by

2009Prosodic sensitivity and morphological awareness in children’s reading 2010The contribution of sensitivity to speech rhythm and non‐speech rhythm to early reading development 2019Successful second language learning is tied to robust domain-general auditory processing and stable neural representation of sound 2017Relationships between early literacy and nonlinguistic rhythmic processes in kindergarteners 2015Suprasegmental Phonology Development and Reading Acquisition: A Longitudinal Study

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