Title

Improvements in interval time tracking and effects on reading achievement

Authors

Authors

G. E. Taub; K. S. McGrew;T. Z. Keith

Comments

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Abbreviated Journal Title

Psychol. Schools

Keywords

WORKING-MEMORY; INTERNAL CLOCK; DISABILITY; CHILDREN; ABILITY; PERSISTENCE; MATHEMATICS; MECHANISMS; DYSLEXIA; ADHD; Psychology, Educational

Abstract

This study examined the effect of improvements in timing/rhythmicity on students' reading achievement. 86 participants completed pre- and post-test measures of reading achievement (i.e., Woodcock-Johnson III Comprehensive Test of Phonological Processing, Test of Word Reading Efficiency, and Test of Silent Word Reading Fluency). Students in the experimental group completed 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 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 this non-academic intervention can demonstrate a statistically significant effect on students' reading achievement scores. (C) 2007 Wiley Periodicals, Inc.

Journal Title

Psychology in the Schools

Volume

44

Issue/Number

8

Publication Date

1-1-2007

Document Type

Article

Language

English

First Page

849

Last Page

863

WOS Identifier

WOS:000249975100008

ISSN

0033-3085

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