Improvements in interval time tracking and effects on reading achievement

    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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