THE RHYTHM FOR READING ONLINE CPD BLOG

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

Phonemic Awareness After Phonics: Protecting Fluency, Inclusion and Progress In Early Reading

Dr Marion Long

Published on: 02/03/2026

Why some children decode but don’t read fluently. A practical guide to phonemic awareness, rhythm and inclusive early intervention.

phonemic awareness after phonicsreading fluency developmentonset and rimephonics and fluencyautomaticity in reading

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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