Visual Rhythms: Report on a Method for Facilitating the Teaching of Reading

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Abstract
Sentences were prepared such that they appeared on a TV screen with each syllable timed, syllable-by-syllable, as though it were spoken. This was accomplished by synchronizing the onset timing of each syllable as it appeared on the screen with the onset timing of the same syllable as it was heard through the speaker. The result was a sentence which “grew” left-to-right across the screen and which could be presented either visually by itself or in combination with its auditory counterpart. Primary-school children were exposed in training sessions to these sentences in “visual rhythm.” Their pre-to-post-experimental change in reading fluency was compared with that of other children in a control condition whose training was the same except that the sentences they saw were not rhythmic, but static. Positive results encouraged the discussion and rationale for further applications of the method.

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