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?

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

Before the Year 8 Reading Assessment Arrives: What We're Seeing in KS3

Dr Marion Long

Published on: 12/07/2026

Reading fluency isn't just speed. Discover the invisible barriers behind Year 7 & 8 reading gaps, and a rhythm-based way to close them.

fluency without comprehensionrhythm based reading intervention UKinclusionlearn differentlysupporting struggling readers

Rhythm Blocks: The gap between effortful reading and reading well

Dr Marion Long

Published on: 05/07/2026

Some children decode every word and still can’t read for meaning. A rhythm block is the hidden barrier, with five visible signs, Addressing a rhythm block is a gentler way to close the gap.

supporting struggling readersinclusionlearn differentlyrhythm based reading intervention UKrhythm blockrhythm blocks in readingthe gap between deciding and reading wellchild decodes but doesn't understandfluency without comprehension

The courage to perform: What leaders can learn from the children who shine on stage

Dr Marion Long

Published on: 20/06/2026

The children who struggle most can shine brightest on stage. How rhythm and the courage to perform reveal what a classroom can't — and what leaders can learn.

inhibitory controlexecutive functionsinclusionlearn differentlyreading music

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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