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The Rhythm for Reading blog

All posts tagged 'reading-with-ease'

When Rhythm and Phonics Collide Part 2

11 November 2022

In my last post I described a typical challenge facing a child with poor phonological awareness. Using a rapid colour naming test (CToPP), it’s possible to identify that a weakness in processing the smallest sounds of language often occurs at the onset of a phoneme, in other words the onset of a syllable. Consonant blends and consonant digraphs are more affected, so, conflation between ‘thr’ and ‘fr’, or ‘cl’ and ‘gl’ is likely to happen and to impede the development of reading with ease and reading fluency.

The notion that sensitivity to rhythm and sensitivity to the smallest sounds of language overlap in terms of data has been around for decades. A positive correlation between sensitivity to rhythm and phonemic sensitivity has been shown in many studies. It’s easy to understand that rhythm and phonological processing overlap, if we consider that the start of a phoneme - the onset of a syllable is exactly where sensitivity to rhythm is measured - whether that’s the start of a musical sound or a spoken utterance.

Thinking for a moment about words that begin with a consonant, imagine focussing mostly on the vowel sound of each syllable, without being able to discern the shape of the initial phoneme with sufficient clarity. The sounds would merge together into a kind of ambient speech puddle. Vowel sounds carry interesting information such as emotion, or tone of voice. They are longer (in milliseconds) and without defined edges - it’s murky in there and there’s a loss of control, right? Now imagine focussing on the onset of each syllable. The consonants are shorter (in milliseconds), sharply defined and distinctive, leaving plenty of headspace for control. If consonants are prioritised, information flows easily and the message lands with clarity.

The Rhythm for Reading programme addresses these differences in phonological processing through group teaching that is fun and supports early reading intervention in particular. Information processing is enhanced by sensitivity to rhythm because rhythm focusses attention to the onset of the utterance, which is where the details are sharpest. This kind of information processing remain effortless, easy and fluent.

If you’d like to know a little more about this, the details are summarised in a free infographic. Click here.

Image Credit: Thank you Rupert Britton via Unsplash
Image Credit: Thank you Rupert Britton via Unsplash

When Rhythm & Phonics Collide

7 November 2022

Image by Josh Applegate via Unsplash
Image by Josh Applegate via Unsplash

Have you ever taught a child with weak phonological awareness? The differences between sounds are poorly defined and individually sounds are swapped around. A lack of phonological discrimination could be explained by conflation. Conflation, according to the OED is the merging of two or more sets of information, texts, sets of ideas etc into one.

One of the most fascinating aspects of conflation is that it can happen at different levels of conscious awareness. So, for example teenagers learning facts about physics might conflate words such as conduction and convection. After all, these terms look similar on the page and are both types of energy transfer.

Younger children might conflate colours such as black and brown as both begin with the same phoneme and are dark colours. The rapid colour naming test in the Comprehensive Test of Phonological Processing reveals such conflation. For instance, a child I assessed once as part of a reading intervention conflated brown and green. Any brown or green square in the assessment was named ‘grouwn’ (it rhymed with brown). She had conflated the consonant blends of ‘br’ and ‘gr’ and invented a name for both colours.

In the early stages of reading, conflation can underpin confusion between consonant digraphs such as ‘ch’ and ‘sh’. Another typical conflation is ‘th’, and ‘ph’ (and ‘f’). In all of these examples, the sounds are similar and they differ only on their onset - the very beginning of the sound.

A child with sensitivity to rhythm is attuned to the onsets of the smallest sounds of language. In terms of rhythmic precision, the front edge of the sound is also the point at which the rhythmic boundary occurs. Children with a well-developed sensitivity to rhythm are also attuned to phonemes and are less likely to conflate the sounds. Logically, cultivating sensitivity to rhythm would help children to detect the onsets of phonemes at the early stages of reading. Stay tuned for Part 2 and a free infographic..

Empowering children to read musical notation fluently

4 November 2022

Image by Leigh Cooper via Unsplash
Image by Leigh Cooper via Unsplash

Schools face significant challenges in deciding how best to introduce musical notation into their curriculum. Resources are already stretched. Some pupils are already under strain because they struggle with reading print. The big question is how to integrate musical notation into curriculum planning in a way that empowers children and teachers.
There are tried and tested ways of teaching musical notation which transcend age, and are best suited to pupils who process information with ease. Traditionally, piano teachers begin with mnemonics for the notes that sit on the lines of the stave EGBDF (Every Good Boy Deserves Favour) GBDFA (Good Boys Deserve Fun Always) and for the notes that sit on the spaces FACE (Face) and ACEG (All Cows Eat Grass). Many teachers use these mnemonics to introduce a series of line notes and / or space notes all at once.

What about all the children who struggle to process information, reading with ease and fluency?

The tried and tested method of adapting musical notation for children who struggle to process the information, is to add more information!

What’s on earth is going on here?

Music teachers want children to enjoy making music and to have fun producing sounds on their instruments and they hope that in time, reading notation will gradually become familiar and easier to read. Until that point, music teachers add extra information to remind the child of the letter names of the notes. In the same vein, music teachers often add numbers representing the finger patterns, to remind the her how to produce sounds on the instrument.

Soon enough, the page is cluttered with markings and the child has to select which markings to read.

These markings are intended as a quick fix, aiming to keep the child engaged, but she inevitably becomes reliant on the letters, or the numbers, or both. This approach sets the child up to fail in the sense that she does not learn to read notation at all and believes that it is too difficult for her.

What could teachers do differently to support children who do not process information with ease and fluency?

A more inclusive approach would limit the cognitive load on children’s reading - which is what we do in the Rhythm for Reading Programme. Rather than teaching all the notes at once, we focus on just a few notes and develop fluency and fun in reading right form the start. Instead of learning musical notes at the same time as playing musical instruments, which adds to the cognitive load, we simply use our feet, our hands and our voices as we believe these are our most natural musical instruments.

Group learning in a structured programme supports the development of fluency, because the children are nurtured by the ethos of working together. Teamwork in combination with rhythm is an effective way to build fluency in reading acts as a catalyst on progress.

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Stepping up: From phonemes to comprehension

14 May 2015

As we move deeper into the digital era, we are faced with new challenges for the future of our education system. Independent online learning and unlimited access to information is our new reality. We are striving to adapt to innovative new ideas, to release familiar old ways, and to step up and out of comfort zones into dazzling new ways of thinking and responsiveness in a faster-paced world.

In an age in which skilled manual labour is increasingly being replaced by robots and highly sophisticated technology, reading at a ‘functional’ level has become a massively out-dated concept. Similarly, the widespread practice of training children to answer a question about a written passage by identifying a key word in the question, locating it in the text and then writing out the sentence that surrounds it, is not only a waste of time, but this sham practice is harmful: it allows children to assume that reading is nothing more than a mundane word search exercise.

A specific and urgent challenge for educators today is this: to find a new type of reading intervention that will equip children to read with fluency and understanding. The current emphasis on systematic phonics is disproportionate. We must remember this: phonemes are the smallest sounds of language, each phoneme occupies only a tiny proportion of any sentence, amounting in natural speech to only a fraction of a second. A reading programme with a focus on static individual sounds has a decontextualising effect and dilutes the natural rhythmic flow of language comprehension.This is why a disproportionate amount of time spent on phonics in group teaching can, over the long term, interfere with the development of reading with ease, fluency and comprehension.

Reading well is a feat of delicate coordination between the reader’s eyes, ears and mind in alignment with the ‘voice’ of the author. Achieving this alignment is the process that allows the reader to assimilate meaning as it ‘flies’ off the page (or screen) into the reader’s consciousness.

Reading well depends on an intuitive response to the underlying binary relationship between the subject and predicate in every sentence. The syntax determines the rhythmic structure of the sentence. Consequently, the rhythmic ebb and flow of written language should be felt as intuitively as the rhythmic ebb and flow of speech utterances, even though styles of writing and of speech vary widely. The sentence as a whole and coherent unit is vibrant, elastic and flexible with its meaning perceived not through the synthesis of its many phonemes, but through its overall rhythm and structure.

If you’ve enjoyed this post, Rhythm for Reading programme weekly insights will be of interest. You can sign up for these at the top of the page.

Fluent reading - some thoughts

12 January 2015

Reading is mysterious. It can be deconstructed into its constituent parts such as vocabulary, contextual knowledge, grapheme recognition, phonological awareness and so on and represented in flow diagrams. However, after many years of scholarly research, the processes that contribute to fluent reading are still not fully understood.

When a child’s reading fails to flow, they receive phonological awareness training, a staple reading intervention strategy in schools. This is fairly unsurprising because research suggests that difficulties with phonemic awareness are strongly related to specific problems with reading and spelling.

Phonemes are the smallest units of sound in language and each of these tiny sounds occupies a fraction of a second in the flow of spoken language in real time. Although the development of phonological awareness is necessary at the early stages of a reading programme, it is not sufficient for the development of reading with ease, fluency and comprehension.

Fluent readers intuitively convert print into meaningful language. To do this, they focus their attention in a particular way, which enables them to monitor and assimilate meaning from the content of printed language while they read. Their experience of reading is dynamic and responsive. Fluent readers are simultaneously aware of grammatical structures, evocative details in the language and the resonance of these details with their knowledge of the context.

When a learner’s reading doesn’t flow easily, it is likely that that their attention has for too long supported their reading as relatively static experience, rather than as a dynamic activity. If you’d like to know more, sign up for weekly insights into the Rhythm for Reading programme.

A few words on the subject of rhythm

12 October 2014

Whether chanting slogans, learning times tables, conjugating verbs, memorising telephone numbers or reciting poetry, the chances are that most people have at some point relied on their sense of rhythm to memorise units of information. The regular beat underpinning a rhythmic pattern generates a stable framework, pulling discrete units of information together into chunks that are more easily remembered. The regular beat is as predictable (and cyclical) as the sound of waves breaking on the shore. However, the presence of rhythm in our everyday lives is relatively subtle, particularly where language is concerned. This may be because our perception of time is predominantly linear in terms of having a past, present and future or in terms of structure, a beginning, middle and end. We make linear arrangements of words on a page and are usually fixated on the end point – debating how effective and how satisfactory the resolution might be.

Both the process of reading in order to learn and the sense of reading with ease and fluency and understanding that we experience when reading for pleasure are little understood by researchers, but the role of rhythm is key, as the Rhythm for Reading blog will explain in the posts that follow.

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