Browse > Article
http://dx.doi.org/10.18064/JKASI.2021.19.2.26

The Effect of Interactive Metronome Training on Reading Fluency in Elementary Students: A Single Case Study  

Gim, Yeong-Jun (Dept. Occupational Therapy, Kangwon National University)
Shin, Min-ho (Innerpeace Rehabilitation Day-care Center)
Jeong, Hye-won (Dept. Emergency Medical Rehabilitation, Kangwon National University)
Jeon, Byoung-Jin (Dept. Occupational Therapy, Kangwon National University)
Publication Information
The Journal of Korean Academy of Sensory Integration / v.19, no.2, 2021 , pp. 26-35 More about this Journal
Abstract
Objective : The purpose of this study is to investigate the effect of Interactive Metronome (IM) training on the reading fluency of an elementary school student. Methods : This study followed the ABA design, a single-case research method, and was conducted on one elementary school student. From October 2019 to December 2019, a three-session baseline phase (A), twelve-session intervention phase (B), and three-session post-baseline phase (A') were conducted. The intervention was IM training, and long-form assessment (LFA) of IM and BASA:R were performed for each session. In addition, BASA:R was conducted three times at baseline and post-baseline. Result : Compared with baseline, there was a significant improvement in reading fluency after the IM training intervention. Conclusions : IM training can be useful for increasing reading fluency. The results of this work demonstrate the efficacy of IM training as a clinical intervention to improve reading fluency in elementary school students.
Keywords
BASA: R; Elementary school student; Interactive metronome; Occupational therapy; Reading fluency; Sensory integration;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Hankyoreh. (2014). Class that doesn't know Korean. Retrieved October 8, 2014, from http://h21. hani.co.kr/arti/cover/cover_general/38063.html
2 Ivry, R. B., & Schlerf, J. E. (2008). Dedicated and intrinsic models of time perception. Trends in Cognitive Sciences, 12, 273-280. https://doi.org/10.1016/j.tics.2008.04.002   DOI
3 Ryu, S. Y., & Park, S. G. (2018). The effects of reading fluency program on stuttering children's literacy and understanding. Journal of Special Education: Theory and Practice, 19(1), 283-296. http://dx.doi.org/10.19049/JSPED.2018.19.1.13   DOI
4 Seok, I. S. (2009). The effects of behavioral characteristics and learning abilities through interactive metronome training on children with ADHD. Doctoral dissertation, Daegu University, Daegu.
5 Shinn, M. R., Good III, R. H., Knutson, N., & Tilly III, W. D. (1992). Curriculum-based measurement of oral reading fluency: A confirmatory analysis of its relation to reading. School Psychology Review, 21(3), 459-479.   DOI
6 Trejo, J. L., Carro, E., & Torres-Aleman, I. (2001). Circulating insulin-like growth factor I mediates exercise-induced increases in the number of new neurons in the adult hippocampus. Journal of Neuroscience, 21(5), 1628-1634. https://doi.org/10.1523/JNEUROSCI.21-05-01628.2001   DOI
7 Woo, K. J., & Jung, E. K. (2012). EA study on the correlation between elementary students' reading fluency and reading comprehension. Master's thesis, Busan National University of Education, Busan.
8 Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge: MIT Press.
9 Tyburski, E., Mak, M., Kurpisz, J., Samochowiec, A., & Potemkowski, A. (2018). Executive dysfunction after stroke-possibilities and limitations of diagnosis. Advances in Psychiatry & Neurology, 27(2), 135-145. ttp://dx.doi.org/10.5114/ppn.2018.77032   DOI
10 Jenkins, J. R., Fuchs, L. S., Van Den Broek, P., Espin, C., & Deno, S. L. (2003). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95(4), 719-729. https://doi.org/10.1037/0022-0663.95.4.719   DOI
11 Bashir, A. S., & Hook, P. E. (2009). Fluency: A key link between word identification and comprehension. Language, Speech, and Hearing Services in Schools, 40, 196-200. https://doi.org/10.1044/0161-1461(2008/08-0074)   DOI
12 Blau, L. (2001). 5 surefire strategies for developing reading fluency. Instructor, 110, 28-30.
13 Chall, J. S. (1996). Stages of reading development (2nd ed.). Fort Worth, Texas, Harcourt-Brace.
14 Clark, C. H. (1995). Teaching students about reading: A fluency example. Reading Horizons, 35(3), 250-266.
15 Dewey, J. (2011). Interest and effort in education. Toronto: University of Toronto Libraries.
16 Greenspan, S. I. (1997). The growth of the mind and the endangered origins of intelligence. New York: Addison-Wesley Longma.
17 Ha, Y. M. (2007). The relations among attention, cognitive-linguistic abilities, reading in Hangul, Hanja and English, and sentence comprehension among elementary school students. Master's thesis, Kyungnam University, Masan.
18 Kim, D. I. (1997). Expert's opinions on reading disability: Interdisciplinary perspectives. Korea Journal of Youth Counseling, 5, 55-79.
19 Gu, K. P., Kang, J. W., Lee, S. M., & Kim, K. M. (2017). Effects of interactive metronome intervention on behavior symptoms, timing, and motor function of children with ADHD. Journal of Korean Academy of Sensory Integration, 15(2), 35-45. http://dx.doi.org/10.18064/JKASI.2017.15.2.035   DOI
20 Wolf, M., Bowers, P. G., & Biddle, K. (2000). Naming-speed processes, timing, and reading: A conceptual review. Journal of Learning Disabilities, 33, 387-407.   DOI
21 Cassily, J. F., & Jacokes, L. E. (2001). The interactive metronome: A new computer-based technology to measure and improve timing, rhythmicity, motor planning, sequencing and cognitive capabilities. Paper presented at The Infancy and Early Childhood Training Course, Advanced Clinical Seminar, Arlington: Virginia.
22 Jeon, K. H. (2010). The effect of timed repeated reading on reading fluency. Master's thesis, Hankuk University of Foreign Studies, Seoul.
23 Coss, R. G., Brandon, J. G., & Globus, A. (1980). Changes in morphology of dendritic spines on honeybee calycal interneurons associated with cumulative nursing and forging experience. Brain Research, 192(1), 19-59. https://doi.org/10.1016/0006-8993(80)91007-0   DOI
24 Min, H. S., & Lee, D. S. (2008). Effects of a systematic repetitive reading program on reading fluency and reading comprehension of underachieving elementary students. Asian Journal of Education, 9(4), 149-172.
25 Hill, V., Dunn, L., Dunning, K., & Page, S. J. (2011). A pilot study of rhythm and timing training as a supplement to occupational therapy in stroke rehabilitation. Top Stroke Rehabilitation, 18, 728-737. http://dx.doi.org/10.1310/tsr1806-728   DOI
26 Kim, M. S. (2011). Rapid automatized naming as a predictor of reading ability in five, six, and seven-year-old children. Master's thesis, Yonsei University, Seoul.
27 Lee, Y. C., Park, K. P., & Kang, H. M. (2018). Effects of repeated reading strategy using fairy tale books on the reading fluency and reading comprehension of student with intellectual disability. Journal of Mental Retardation, 20(2), 163-182.
28 Stein, B. E., & Meredith, M. A. (1993). Cognitive neuroscience. The merging of the senses. Cambridge, MA, US: The MIT Press.
29 Przybylski, L., Bedoin, N., Krifi-Papoz, S., Herbillon, V., Roch, D., Leculier, L., et al. (2013). Rhythmic auditory stimulation influences syntactic processing in children with developmental language disorders. Neuropsychology, 27(1), 121-131. http://dx.doi.org/10.1037/a0031277   DOI
30 Samuels, J. S. (1979). The method of repeated readings. Journal of The Reading Teacher, 32(4), 403-408.
31 Kim, W. S., Park, J. S., & Kim, M. J. (2017). Literacy analysis of the reading fluency and reading comprehension intervention studies for students with learning disabilities. Journal of Special Education: Theory and Practice, 18(3), 129-157.   DOI
32 Kang, J. W. (2017). The effect of interactive metronome training on increasing attention and impulsivity control for children with attention deficit hyperactivity disorder. Korea Society of Neurological Occupational Therapy, 6(1), 45-54. https://doi.org/10.22683/tsnr.2017.6.1.045   DOI
33 Kim, D. I. (2006). BASA: R (Basic Academic Skills Assessment: Reading). Seoul: Hakjisa.
34 Kim, D. I., Shin, J. H., & Lee, D. S. (2016). Education of children with learning disabilities. Seoul: Hakjisa.
35 LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293-323.   DOI
36 Lee, Y. H., Hong, H. J., & Jeong, H. J. (2017). The effects of community dance on motor ability in students with intellectual disabilities: A pilot study. Official Journal of Korean Society of Dance Science, 34(4), 1-17. http://dx.doi.org/10.21539/Ksds.2017.34.4.1   DOI
37 Kang, S. S., Park, J. M., & Shin, S. J. (2011). The effect of the self-monitoring learning strategy training on the reading comprehension and reading attitude of students with ADHD and poor reading ability. Journal of Special Education & Rehabilitation Science, 50(4), 331-353.
38 Park, M. K., & Kim, H. (2018). Effect of interactive metronome training on postural control and hand writing performance of children with attention deficit hyperactivity disorder(ADHD): Single subject research. Journal of Korean Academy of Sensory Integration, 16(1), 14-24.
39 Perkins, V. L. (1988). Feedback effects on oral reading errors of children with learning disabilities. Journal of Learning Disabilities, 21(4), 244-248.   DOI
40 Ritter, M., Colson, K. A., & Park, J. (2012). Reading intervention using interactive metronome in children with language and reading impairment a preliminary investigation. Communication Disorders Quarterly, 34(2), 106-119.   DOI
41 McGrew, K. S. (2013). The science behind interactive metronome: An integration of brain clock, temporal processing, brain network and neurocognitive research and theory. The MindHubTM, 2(1), 1-43. http://dx.doi.org/10.13140/rg.2.1.3086.2323   DOI