A Reading Breakthrough That Starts When Phonics Stalls
In just 10 weeks, children start reading with ease, fluency & understanding.
In Rhythm for Reading Online CPD, you’ll learn how to:
⦿ Spot what’s sabotaging fluency — and fix it with rhythm.
⦿ Use rhythm to capture and restructure attention (and keep it long enough for real learning to land)
⦿ Apply rhythm techniques that make progress feel like a win — for you and your pupils.
Backed by research.
This isn’t theory — it’s a proven method, backed by UCL research and published in the Research Studies in Music Education Journal. It works. We have the data to prove it.
If Phonics Was Supposed to Fix Reading… Why Are the Gaps Still Growing?
You’ve done everything right — so why aren’t the results matching your effort?
You’ve thrown every intervention at the wall — but the same kids are still stuck.
You want the kind of progress you can see — in their books, on the walls, in the data.
You’re open to something different — as long as it’s proven and not 'fluff'.
You’re done with crossing your fingers and waiting out another term of 'let’s just see.'
It’s time to stop patching Over the Cracks & fix The Deeper Problem
Rhythm for Reading Online CPD
30 Weeks, 3 Terms, Real Progress
Each week, enrolled teachers get:
🎥 A short, energising video session (10–30 min) that lifts the week (not fights it).
📞 A quick, focused support call — so no one is ever stuck or guessing.
🔬 Tools that actually work for the children that phonics left behind.
Ready to go deeper?
✅ Identify and resolve reading blocks using rhythm
✅ Refocus children’s attention with joy and flow
✅ Learn neuroscience-backed techniques that boost progress fast
✅ Used in primary, secondary and special schools with clear results in under 10 weeks
Success Worth Celebrating: Real Teachers & Real Results
10 MONTH GAIN
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.
25 MONTH GAIN
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.]
33 MONTH GAIN
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.]
Your Rhythm for Reading CPD: Step by Step
Term 1 'Breakthrough'
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 'Momentum'
Dynamic Teaching
Light touch teaching cues support delivery of Rhythm for Reading.
Teachers can refer to prompts embedded within the resources as they flow from task to task.
Allow 20 mins per weekly session
Term 3 'Deep integration'
Flexible, Responsive 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 'Breakthrough'
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 'Momentum'
Weekly check-in calls
Teachers continue to refer to the 'Roadmap', 'Session planner' and 'Self-Reflection' tools, but they also listen to children read week by week and record progress in reading using the 'Fluency Tracker'.
Allow 15 mins per call
Term 3 'Deep integration'
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 supporting the needs of pupils with SEND.
Allow 15 mins per call
Places are limited to ensure personal support.
Next Cohort Starts: 15th September
Price per teacher
£251.00
INCLUDED -
✅ 10 weeks of video-led training
✅ 30 weeks of personalised support
✅ Proven results in under a term
It's filling fast. Don’t miss your chance to start in September '25.
"It supplements & extends our synthetic phonics programme..."
8 Years of High Outcomes
"Dr Marion has
run Rhythm for Reading at our schoolfor over 8 years
producing high outcomes.”
— Headteacher, London
Attitudes, Engagement, Fluency
"It supplements & extends our synthetic phonics programme leading to improvements in attitudes to reading, engagement with the text & fluency.”
— Headteacher, London
Reading 'Suddenly Clicks into Place'
”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 intervention?
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 reading, not music?
There are 7 reasons why this IS a reading programme:
1. Like reading, it uses a system of symbols -marks on the page.
2. The symbol system is decoded by using letter names.
Pupils:
3. Read the symbol system from left to right.
4. Practise decoding the symbols using call and response - similar to phonics lessons.
5. Read symbols fluently, even in the first session.
6. Actions and stories help the children with decoding.
7. Decoding is fast-paced and highly structured.
There are 3 ways in which this programme DIFFERS from other reading programmes:
1. Children do not read words or sentences.
2. Symbols are decoded into rhythmic patterns.
3. 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 I 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.
This approach 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!
Can I use this every day?
Rhythm boosts fluency through timing, phrasing and joy. That’s why it works.
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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