Why some children struggle to hear the sounds in words, even with excellent phonics teaching.

For Reading Leads, SENDCos & School Leaders of primary schools committed to high reading attainment for all.

Even the best phonics teaching can't reach every child, because sometimes the challenge isn't phonics at all, it's rhythm.

Even with strong phonics teaching, some pupils still find it hard to hear the sounds in words clearly. This free guide reveals the hidden reason why, and how small changes in rhythm and timing can make a big difference.

Discover the overlaps between rhythm and phonics

Some pupils seem to have an incomplete perception of phonemes - even when phonics teaching is strong.
There's a reason for this - rhythm and timing shape how the brain processes language.
Phonemic awareness underpins fluency and comprehension - and access to the wider curriculum.
Learn the five signs -that phonemic awareness may be fragile or inconsistent.
Discover simple practical ways - spot and support timing-based barriers early.

When children can't quite hear the difference between sounds,

it's often because they need greater sensitivity in the way they process rhythm.

"It kind of helps me to sound stuff out. I used to not be able to sound out simple words properly.'"

(30 month gain in reading comprehension)

This guide explores the fascinating link between rhythmic awareness and phonemic awareness, and what it means for early reading. You'll find out what the research, and how this applies to the classroom: to strengthen phonics, boost inclusion, and build confidence in reading.

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Created by Marion Long, founder of Rhythm for Reading and developer of rhythm-based CPD for teachers of lower-attaining readers. Rhythm for Reading is built on on 14 years of delivery, published research in peer-reviewed academic journals, and a PhD at UCL Institute of Education.