Breaking News!! Just Published…
Baylor University Study on IM & Reading Achievement
November 2012, Communication Disorders Quarterly
Reading Intervention Using Interactive Metronome in Children With Language and Reading Impairment: A Preliminary Investigation
Michaela Ritter, Karen A. Colson, and Jungjun Park.
In this study, Dr Ritter and her colleagues in the Department of Communication Sciences & Disorders at Baylor University demonstrated that children in grades 2-5 who received Interactive Metronome (IM) training for 15 minutes in addition to language and reading interventions 4 days per week for 4 weeks outperformed children who only received the language and reading interventions on measures of reading rate, fluency and comprehension. According to the authors, “this finding supports other research that suggests that as reading fluency increases, comprehension improves due to the availability of additional cognitive resources (Fuchs et al., 2001; Nation & Snowling, 1997). When the reading process becomes more automatic and fluent, the reader’s attention and other cognitive resources can be directed toward the task of reading comprehension (NRP, 2000; M. Wolf & Katzir-Cohen, 2001).
Students who received 15 minutes of IM training + language & reading interventions demonstrated the following statistically significant improvements over the control group that received only language & reading instruction:
* Reading Naturally +5.48
* DIBELS-6 +5.7* GORT4-rate +0.96
* GORT4-fluency +0.32
* GORT4-comprehension +0.77
Read the full report now