Rhythm for Reading Online CPD
Transform phonemic awareness and reading fluency
in only 10 weekly sessions
In Rhythm for Reading Online CPD you will...
# Uncover learning blocks that stop progress in early reading.
# Resolve these blocks using rhythm.
# Use rhythm to focus children's attention.
# Master proven rhythm-based techniques that accelerate progress in reading.*
[*Published in the peer-reviewed RSME journal, part of a 5 year research study carried out at IOE - UCL's Faculty of Education and Society.]
Does this sound like you?
• Your phonics programme works well for many, but not all children.
• You want a fast and effective way to help these children catch up.
• You don't mind trying something new.
What if things could be different?
How amazing would it be if things were like this instead?
"I'm happy because
I liked the really incredible
music for saying the letters."
(Year 3 child)
This child's teacher said:
"Enjoying reading - has moved up two book bands."
[10 month gain in reading accuracy age at the end of 10 weeks.]
How would you feel if you saw these results every term?
"My reading's got better. I've been practising more and it's more interesting." (Year 3 child)
This child's teacher said:
"Showing enjoyment of reading. Improved sentence structure in writing."
[25 month gain in reading comprehension age,
after the 10 weeks.]
How would you feel if your pupils said this?
"My difference has been amazing and it makes me feel so happy and excited!" (Year 3 child)
This child's teacher said:
"She has shown increasing levels of enthusiasm in her writing this term."
[33 month gain in reading comprehension age after 10 weeks.]
If you’re finding yourself nodding along to all this, you’re not alone…
Dedicated teachers want high standards for all children, and they want to see that reflected in the data.
If children are not responding well to excellent phonics teaching, it's because they need greater sensitivity to rhythm to perceive phonemes clearly. Targeting phonics without rhythm will not give you the results you want for these pupils..
If children are decoding at the word level and you want their reading to flow, then they need greater sensitivity to rhythm to pick up on the grammar, the shape and structure of phrases. Targeting phonics and reading faster will not help.
But Rhythm for Reading CAN help with all of this.....which is why I’m really excited to introduce:
Online CPD!
I've created a thirty week training course in my proven rhythm-based method. It takes teachers from absolute beginner to seasoned practitioner. The course is split into three 'terms' (10 weeks per term) and teachers deliver the programme to a new group of children each term. I support teachers every step of the way through mini coaching calls, video materials and printable pdfs. The planning and sequence of tasks is preloaded, (based on decades of work in schools), and term three is dedicated to differentiation.
Here’s what you’ll get when you join Rhythm for Reading Online CPD
Term 1
Video Supported Teaching
Experiential learning is key to delivering Rhythm for Reading.
Teachers have the option to co-teach with me, via a continuous video, pressing 'pause' for each task.
Allow 30 mins per weekly session
Term 2
Dynamic Teaching
Light touch teaching cues support dynamic delivery of Rhythm for Reading.
Teachers can refer to a slide deck, embedded within the resources as they flow from task to task.
Allow 20 mins per weekly session
Term 3
Self-paced Teaching
Differentiation begins with intuitive delivery of Rhythm for Reading.
Teachers are guided to meet diverse needs, through a wide range of nuanced approaches.
Allow 10 mins per weekly session
Term 1
Weekly check-in calls
Teachers discuss the learning objectives of each session ('Roadmap'), their record of pupils' progress (using the 'Session planner'), and evaluate their own experience ('Self-Reflection').
Allow 15 mins per call
Term 2
Weekly check-in calls
Teachers continue to refer to the 'Roadmap', 'Session planner' and 'Self-Reflection' but they also listen to children read week by week and record progress in reading ('Fluency Tracker').
Allow 15 mins per call
Term 3
Weekly check-in calls
Teachers focus on individual differences, so in addition to planning and reflecting on the sessions, in these calls, they discuss specific approaches to support the needs of pupils with SEND.
Allow 15 mins per call
Places are limited to allow for one-to-one support.
From 6th May 2025
Price per teacher
£251.00
"Dr Marion has
run Rhythm for Reading at our school
for over eight years
producing high outcomes.”
— Headteacher, London
"It supplements & extends our synthetic phonics programme leading to improvements in attitudes to reading, engagement with the text & fluency.”
— Headteacher, London
”Things that we’ve been trying to get to happen for two or three years suddenly click into place after six weeks of the programme.”
— Lower KS2 Phase Lead, London
FAQs
Isn't this actually a music programme?
There are five reasons why this is NOT a music programme. There’s no:
singing,
composing,
creativity,
improvisation
musical instruments.
However, there are a few activities that are ‘musical’:
The children practise rhythmic patterns and in the background, there’s our own specially-composed music, which focuses the children’s attention.
Therefore, they learn to read music and to keep time. and these skills transfer to improved fluency in early reading development.
How is this a reading programme?
There are seven reasons why this IS a reading programme:
Like reading, it uses a system of symbols -marks on the page. The symbol system is decoded by using letter names.
Pupils:
Read the symbol system from left to right.
Practise decoding the symbols using call and response - similar to phonics lessons.
Read symbols fluently, even in the first session.
Actions and stories help the children with decoding.
Decoding is fast-paced and delivered via a highly structured format.
There are three ways in which this programme DIFFERS from other reading programmes:
Children do not read words or sentences.
Symbols are decoded into rhythmic patterns.
Rhythmic patterns are grouped into phrases, which are logically organised and thus encourage anticipation and deepen engagement.
Who is the digital programme for?
It is for the children in either year 2 or year 3 who struggle with any of these challenges: fragmented or fading attention, weak phonological awareness, word-by-word reading that's 'stuck', fragile fluency, patchy comprehension. Children with SEND, EAL, ASD, ,ADHD, SpLD can benefit too. Children with specific language impairment require a different approach.
Do the teachers need to be able to read music?
Teachers do not need to be able to read music. It is very important that the teacher feels positive about leading the children using rhythm. The level of complexity is similar to the clapping patterns that most teachers use in the classroom to get the children's attention. The musical notes that we use are very simple to read and we are confident that all teachers will find this is straightforward. After all, if a struggling five year old child can pick this up in a few minutes, then a competent adult will be fine!
How does rhythm help?
Rhythm helps in three main ways. Firstly, it introduces a time constraint, which brings an extra dimension of precision, focus and structure to the teaching of early reading. Secondly, a rhythm-based approach lightens the burden of decoding (cognitive loading) and frees up resources for the development of reading fluency. Lastly, rhythm in itself is hypnotic, commands attention and is highly rewarding - thus it's an incredibly powerful teaching tool!
This is GREAT - can I use it every day?
The Harvard psychologist Stephen Pinker once said that music is 'auditory cheesecake'. We can think of this programme as a sweet treat! Using this method on a weekly basis actually increases its potency. The spacing of the programme sessions allows time not only for full assimilation of rhythm-based techniques, but a powerful sense of anticipation of the next session cultivates an appetite for deeper engagement and learning. By the same token, making the weekly sessions very short - ideally ten minutes - also increases the intensity of the programme's impact.
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