The study “Clapping in time parallels literacy and calls upon overlapping neural mechanisms in early readers” explored the connections between the ability to synchronize motor movements with a steady auditory beat (such as clapping in time) and literacy skills in typically developing children aged 5-7.

In this research, 64 children participated, with their synchronization ability measured using Interactive Metronome (IM). This evaluation involved two conditions – without feedback (simply following a metronome beat) and with feedback (following the metronome beat and receiving visual guidance for millisecond timing). It’s important to note that participants had no practice prior to the assessment.

The study incorporated additional assessments like 4,000 artifact-free FFRs (frequency-following responses) from each child, which gauges the precision of auditory processing, intertrial phase-locking consistency, intertrial stability, verbal intelligence, phonological awareness, morphology & syntax, basic reading, and processing speed.

The results revealed a clear link between synchronization ability and literacy skills. Children who showed the least variability in timing & rhythm while synchronizing to the beat displayed advanced neurophysiological responses associated with language skills. Notably, this ability was further enhanced when the children received visual feedback for millisecond timing, leading to superior literacy skills in several areas, including processing speed, phonological processing, word reading, spelling, morphology, and syntax.

These findings suggest rhythm skills and literacy share overlapping neural mechanisms, supporting the idea that rhythm training, such as using Interactive Metronome, may enhance literacy by engaging sensory-motor systems.
Published in ANNALS OF THE NEW YORK ACADEMY OF SCIENCES

Introduction:
Ever wondered how rhythm and literacy are connected? An engaging study exploring this fascinating relationship reveals that rhythmic skills and literacy might actually call upon overlapping neural mechanisms. Interactive Metronome (IM), a tool providing millisecond timing feedback, could be the key to engaging these sensory-motor systems.

Methods:
The study involved 64 typically developing children, aged between 5 to 7 years. The researchers used IM to assess their ability to synchronize their clapping to an auditory beat in two scenarios:

Without visual feedback – just the metronome beat
With visual feedback – the metronome plus visual guidance for millisecond timing.
Note that the participants did not practice prior to the assessment.
In addition, each child underwent 4,000 artifact-free frequency-following responses (FFRs), an indicator of the microsecond precision of auditory processing. This measure was used to explore the connection between motor and auditory systems. Other assessments included evaluations of intertrial phase-locking consistency, intertrial stability, verbal intelligence, phonological awareness, morphology & syntax, basic reading, and processing speed.

Results:
The results were revealing and exciting. Children who could clap in sync with an auditory beat during IM assessment, with the least variability in timing & rhythm, showed more advanced neurophysiological responses associated with language skills. Furthermore, children who demonstrated greater rhythmic ability while receiving visual feedback for millisecond timing showed superior literacy skills in several areas: processing speed, phonological processing, word reading, spelling, morphology, and syntax.

Conclusion:
The connection between rhythm and literacy runs deep, it seems. This study supports the concept that rhythm skills and literacy call upon overlapping neural mechanisms. This opens up an exciting possibility for clinicians and therapists: rhythm training, perhaps through tools like IM, may boost literacy by engaging sensory-motor systems.