The Rhythm for Reading programme is deeply rooted in education for social justice. My personal mission, driven by my commitment to developing inclusion in society, is built on my principles of equity and social justice in education.
I have worked in top independent schools such as Alleyn’s, teaching the children from some of the country’s most privileged families. I believe in empowering all children and I am writing this to share with you the mechanism that we can use together to raise standards in reading. I believe that together, we can raise standards in reading and the Rhythm for Reading programme offers a mechanism to achieve this.
There are two additional benefits. By empowering children with a lifelong love of reading, we can protect their mental health. An additional benefit of the Rhythm for Reading programme is that it launches the children into the world of musical notation, which they learn to read fluently, right from the start. This is what we do…
At Rhythm for Reading, we recognise that phonological processing requires: phonological knowledge (letter-sound correspondence), but also phonological awareness (sensitivity to the smallest sounds of language) and the flow of sounds (rhythmic and grammatical context). The data gathered from the past 10 years shows that the Rhythm for Reading programme improves perceptual sensitivity to:
Children have reported many changes in their learning behaviour at the end of the ten weeks of the Rhythm for Reading programme, including being able to follow their teacher’s instructions, knowing what is going on in the lesson, and being able to get on with their work because they are able to ignore distractions.
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