THE RHYTHM FOR READING ONLINE CPD BLOG

A positive relationship exists between sensitivity to rhythm & progress in reading.

Are your baseline assessments showing you which children can decode words, but missing those who cannot yet read fluently enough to access learning?

Are your baseline assessments showing you which children can decode words, but missing those who cannot yet read fluently enough to access learning?

Are your baseline assessments showing you which children can decode words, but missing those who cannot yet read fluently enough to access learning?Dr Marion Long
Published on: 06/09/2026

Single word tests show which children decode accurately. Reading connected text aloud can show the extent to which a child can hold meaning across a sentence.

Baseline reading assessmentreads fluently but no comprehensionchild can read but doesn't understand what they readreading for pleasurelearn differentlyrhythm based reading intervention UK
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Marion Long PhD

Dr Marion Long is the founder of Rhythm for Reading and the creator of Rhythm for Reading Online CPD for teachers supporting lower-attaining readers. Her doctorate at UCL Institute of Education investigated the effects of a rhythm-based music intervention on children's reading behaviour. If you would like to discuss having Rhythm for Reading in your school, please visit the bookings page and select the most convenient date and time.

How rhythm defines

phonemic awareness

“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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