Dr Marion LongChildren who know their sounds but don’t read fluently need more than phonics. Rhythm-based learning bridges the gap between decoding and fluency.
Dr Marion LongWhy some children appear distracted in class. Explore how rhythm supports attention, phonemic awareness and classroom stability in learning.
Dr Marion LongWhy some children decode but don’t read fluently. A practical guide to phonemic awareness, rhythm and inclusive early intervention.
Dr Marion LongReading fluency develops through stability, not speed. Discover how to protect fragile early gains and recognise progress before it becomes measurable.
“It’s only an hour that they have with you over the time that you come in over the six weeks and for it to be able to make, for a lot of them, up to a year’s difference in their reading ability is quite amazing really.” Year 3 teacher
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