Helping lower-attaining readers find their way into reading through rhythm.
I'm Dr Marion Long, an educator, a professional performing musician, researcher and creator of Rhythm for Reading, a practical teacher-training programme for primary schools. It helps teachers strengthen attention, phonological awareness, fluency and comprehension for lower-attaining readers.
I work at the intersection of rhythm, attention & belonging in learning.
As a child my reading felt effortful, even when I was trying hard. Learning the cello showed me that musical rhythm required a different kind of consistent precision, and it changed the way attention felt for me.
My confidence in reading, maths and writing improved. I stopped treading water in the classroom and started enjoying lessons. At the same time, I discovered I was able to read and understand the most challenging books in the library with ease.
That experience has shaped my work ever since.
Rhythm for Reading supports Reading Leads, SENDCos and Senior Leaders who are committed to every child making progress in reading. It is for schools where phonics teaching is strong, but some children are still reading accurately without fluency, expression or full understanding of the text.
Through practical, evidence-informed teacher CPD, I help schools build children's sensitivity to rhythm alongside phonics. Teachers learn a clear sequence of rhythm-based activities that strengthen attention, phonological awareness, fluency and comprehension, helping lower-attaining readers take part with greater confidence and a real sense of belonging in school.
This is highly worthwhile work. It takes time, trust and effective teaching, but it is also measurable, sustainable and built on decades of work in schools, and doctoral research.
If you are looking for an inclusive, practical way to strengthen reading alongside phonics and decoding, and to build ease, fluency and understanding, explore Rhythm for Reading CPD.
HELLO AND WELCOME!
My background brings together professional music, doctoral research, and teaching across primary, secondary and university settings. I trained as a cellist at the Royal College of Music (Junior Department) and at the Royal Academy of Music, then completed a PhD at the UCL Institute of Education, exploring how rhythm shapes children's reading behaviour and attention. My research has been published in journals and book chapters, and I have taught graduate students at the Faculty of Education, University of Cambridge, as well as assessing Masters and PhD research.
I've taught in schools, worked as a SENDCo through school mergers, contributed to national pilot projects, and supported teachers in a wide range of settings. But some of my most important learning has come from observing what becomes possible when children are supported through rhythm and feel safe, included and able to belong.
Rhythm is not an add-on, and it is not a replacement for strong phonics teaching. It is the underlying structure that helps phonics, language and comprehension work together, supporting children to anticipate, coordinate and stay with the flow of language. When rhythm is strengthened, attention can settle, fluency can begin to emerge, and reading can become a more connected and meaningful experience.
What teachers notice first is not faster reading, but children who are more settled and more confident.
We’ve been working together for about ten years with Marion and the biggest thing that we notice with the children, is their change in confidence, seeing themselves as readers after just six weeks of doing the programme.
Headteacher, London
The children do really look forward to the sessions because they don’t necessarily see it as reading. They see it as something fun that they do and they don’t really realise the impact that it’s having on their reading.
KS2 Teacher, London
They feel that they are attaining and achieving within those sessions; they are not being left behind (like they can feel in some reading sessions within class). They are very much readers and they see themselves as readers.
Phase leader, London
If this reflects what you're already noticing in your classroom or school, we should talk.
You can explore the thinking behind rhythm-based CPD, by booking a conversation to see whether this approach fits your context.
Let's talk about what your lower-attaining readers need next...
If your school has strong phonics in place, but some children are still reading word by word, losing the meaning of the text, or lacking confidence, a Discovery Call is a space to explore what could help.
In this friendly, focused conversation, we will look at your school's current reading provision, the children you are most concerned about, and whether Rhythm for Reading CPD could be the right fit. There is no one-size-fits-all solution, just a practical conversation about supporting children towards greater ease, fluency and understanding.
This call is for you if...
You are a Reading Lead, SENDCo or Senior Leader in an inclusive primary school, and you want to strengthen reading beyond accurate decoding.
You may be noticing that some pupils can sound out words, but struggle to sustain attention, read with expression, develop fluency or understand what they have read. You want an approach that works alongside phonics, respects teachers' expertise and helps children feel able to participate and belong.
What we will explore together
We will talk through what is currently happening for your lower-attaining readers, where progress feels stuck, and how rhythm-based teaching may support attention, phonological awareness, fluency and comprehension.
You will leave with greater clarity about the next helpful step for your school, whether or not we decide to work together.
Book your discovery call
This is highly worthwhile work. It takes time, trust and consistent teaching, but meaningful change is possible when children receive the support they need.
Explore whether rhythm-based CPD is a good fit for your school.
Here's a little more about me...
I begin the day with a black coffee in my grandmother's
favourite teacup and eat dark chocolate!
I relish my volunteer role as a call taker on a National Helpline -it's the highlight of my week!
When travelling, I love to visit museums, and gaze at Venus figurines and cuneiform tablets!
In the early morning, I go outside to hear the birdsong. There's nothing more beautiful!
I wrote and played the cello theme in the Emmy winning movie soundtrack: 'The Reason I Jump'.
I believe books are the greatest gifts for children - but they say, 'Thank you' after they've read them!
If (like me) you are fascinated by why it is that some children struggle to learn to read, you might find this of interest.
To uncover the relationship between rhythm and reading, I've made a guide to the relationship between phonemic and rhythmic awareness.
Discover the relationship between rhythm & phonemic awareness.
© Copyright 2026 Rhythm for Reading Services Limited. All rights reserved - Privacy Policy - Terms & Conditions