A positive relationship exists between sensitivity to rhythm and progress in reading.
Phonemic awareness and the ‘alphabetic principle’ need to be explicitly taught until they become automatic. And yet, for some children this 'bottom up' approach does not support progress in early reading.
“It’s only an hour that they have with your 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.”
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