Word reading improved in all three training groups among children without reading difficulties, with no group-by-time interaction¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Children without reading difficulties improved in word reading in the phonological awareness, rhythm, and combined training groups, with no interaction between group and time. → Gutiérrez-Palma 2026

Evidence¶

Gutiérrez-Palma 2026¶

Gutiérrez-Palma, N., Calet, N., Robles-Bello, M.A., & Valencia-Naranjo, N. (2026). The role of rhythm in learning to read in children with and without reading difficulties: an intervention study. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2025.102273

q3 · i? · causal · r2

Repeated-measures non-parametric analysis (ANOVA-type statistic) of the 87 children without reading difficulties randomly assigned to three training groups. The article reports word reading improved in all three groups with no interaction; Table 1 shows a significant Time effect (ATS = 39.58, Cliff's delta = .19).

"In comparison to the rest of the analyses, word reading improved in the sample without difficulties (Table 1) in all three groups, but there was no interaction."

Discussion¶

Learner Variables¶

• Decoding — outcome: instruction changes it

Related Claims¶

• Children with reading difficulties improved in pseudoword reading only when phonological awareness or rhythm was trained separately, not in the combined group — related
• Phonological awareness (oddity) improved to a greater extent in the groups where rhythm was trained, in children without reading difficulties — related
• Stress awareness improved to a greater extent in the rhythm-trained groups in readers with and without difficulties — related