Rhythm for Reading - sustainable reading intervention for schools

Sign up for Free Weekly Insights

We respect your email privacy

The Rhythm for Reading blog

All posts tagged 'fun'

Practising Poetry - some thoughts about rhythm in language

1 April 2016

There are so many overlaps between poetry and music. People ask me frequently why it is that reciting poetry seems to really help children, particularly those that may find other aspects of reading somewhat challenging.

Practising poetry by heart is a massively experiential process. The feeling of the sounds in the movement of the face, the jaw and the tongue are dance-like sequences and enjoyed for their bold sensations, which in terms of conveying their mood and colourful tones and timbres are musical in every way. In terms of how it feels, this is just like practising a musical instrument; indeed practising poetry through the congruence of movement, sounds and patterns is a deep and enriched form of language learning that we all can enjoy, having mastered this first as infants acquiring our mother-tongue (Nazzi et al., 1998) .

If you read aloud or recite Lewis Carroll’s Jabberwocky, it’s easy to invoke the atmosphere and moods created by movement, rhythm and sound, even though the words of the poem are utterly meaningless. Behind the evocative tones of the nonsense words, there’s a robust rhythmical structure and fascinatingly, researchers have found that we respond to the poem as if to a projected illusion of grammatical structure (Bonhage et al., 2015). The importance of rhythmical patterns is that they cast beams of expectation, helping to guide and focus our attention, enabling us to fully anticipate and enjoy all the more, the likely flow of the sounds and the colourful moods of the poem.

The usefulness of rhyme, so popular in children’s literature, is that it offers a fun and playfully supportive, highly accessible and very basic form of phonological awareness. Hearing the rhyming feature in words is a massive anchor for children who may arrive at school struggling to discern word boundaries in a stream of speech. This example of rhyme is from, ‘One fish, two fish, red fish, blue fish by Dr Seuss (1960):

This one has a little star. This one has a little car. Say! what a lot of fish there are.

Rhyming words are also invaluable for those children who come to school with a clearer grasp of language. Children are stimulated by rhymes, because rather than simply following the language of the poem, they are more deliberately focussing their attention in order to predict the placing of the rhyming word at the end of the line or phrase. For these reasons it is not surprising that highly rhythmically aware children are more likely to become good readers (Tierney and Kraus, 2013) – they arrive at school able to anticipate and enjoy the structure of rhythmic patterns in language. Similarly, children who may struggle with reading thrive when practising poetry because the explicit rhythmical structure and shorter phrase lengths support their attention, helping them to perceive the meaningful elements of language more easily.

In the Rhythm for Reading programme, we takes this principle further still, by providing rhythm-based reading tasks that give the children a chance to build their awareness of rhythmic patterns very rapidly. The sessions are a highly condensed extraction from traditional musical training. Building a strong response to rhythmical patterns, children develop and sustain their attention across increasingly complex musical phrases. Their awareness of rhythm transfers into their reading development after only a few ten-minute sessions.

If you liked this blog post, you are invited to subscribe to my weekly updates for interesting insights into rhythm, language and learning.

Bonhage, Corinna E., et al. (2015) “Combined eye tracking and fMRI reveals neural basis of linguistic predictions during sentence comprehension.” Cortex 68, 33-45

Dr Seuss (1960) One fish two fish red fish blue fish, Random House

Nazzi, T., Bertoncini, J. and Mehler, J. (1998). Language discrimination by newborns: Towards an understanding of the role of rhythm, Journal of Experimental Psychology: Human Perception and Performance, 24, 756-766

Tierney A, Kraus N (2013) Music training for the development of reading skills. Prog Brain Res 207:209 –241

Thank you Dr Seuss
Thank you Dr Seuss

“I used to say things quite slow, but now I say them fast”

15 April 2015

As educators we are required to make thousands of small but important decisions everyday. Striking the right balance involves blending professional judgement with our integrity and experience. Through reflection perhaps with colleagues, we are constantly learning from our experiences.

I have been thinking hard about special education (SEND) recently. Rhythm for Reading is an inclusive programme. Students with learning differences are fully involved alongside their classmates and the programme is accessible even to those who cannot yet read simple words such as ‘cat’. This is what a child said recently to me about the programme: “I liked how we had to keep it in the team at the same time. I felt more surrounded. I had people to keep me upright.” So, when a pupil shows absolutely no desire to contribute to even the most basic of Rhythm for Reading exercises, whilst all around him others are learning rapidly and having fun, my own personal learning journey fires up in a big way.

Each Rhythm for Reading session is only ten minutes long and so every second is precious. Is this child withdrawn, overwhelmed, lacking in confidence, lacking social skills, frightened or generally resistant to new things? What is clear and of concern to me is that he is ignored by the other children and hardly responds to anything I say or do. His teachers are highly protective of him and they can recite a list of issues and medical problems: he is a special child.

I believe that if a child processes and performs tasks more slowly than his classmates, as educators we must help him to develop the strategies that he needs to adapt to different settings. Self-regulation strategies for example, are key for learning road safety skills: learning to judge the speed of traffic, inhibiting the impulse to wander into the road, as well as being able to find a safe place to cross are essential to every child’s survival, no matter how special that child’s needs might be. While road safety lessons are clearly a matter of life and death, it is the quality of life of each child that is determined in the classroom. To teach a special child to cope with a broad range of settings with confidence is a highly worthwhile investment of our time and energy. There are so many benefits of joining in with others in a structured group activity. It is enormous fun and a profound sense of belonging and unity develops through cooperation. Of course, this outcome can only be fully enjoyed by everyone, if everyone has contributed wholeheartedly to the success of the task.

If you have enjoyed this blog, you might also like to learn more about our work on metacognition and self-regulation. If you’d like more information about the programme, contact me direct, or sign up for free weekly ‘Insights’, which launches next week!

Blog tags

Read more:

The programme

Case studies

Research