A person who enjoys reading reads in his/her minds’ eye with a distinct rhythmical pattern. We believe that whether reading a single word, a sentence, paragraph or novel, the rhythm is there for a strong reader. For most, this pattern is subconscious and only emerges on the conscious level as a love for the written word.  However, what is actually occurring is, the avid reader has, in early childhood, unconsciously and naturally adopted three-two-one rhythms (or rhythms close to this).

Three-two-one rhythms can be most closely associated as a blend of musical beats and syllabic iambs.  In music, rhythms guide songs in a fluid motion, creating a repetitious wave of sound.  In poetry, iambs create a structure for a phrase or sentence, in which the poet is bound by a rhythmic constraint (in the way of syllables) but has freedom to place as many words as he/she wishes within those confines.  Applied to private reading, three-two-one rhythms create a cyclical pattern in the reader’s mind, patterns that enable reading to become a relaxing, soothing rhythm for the reader.

As of now, the only reference a child has for musical rhythms for reading is the ABC Song.  This song sets up an erratic rhythm, at times using 7 notes in one set (ABCDEFG, breath), at other times cramming 9 notes per set (HIJKLMNOP, breath), then introducing 3 notes per set (QRS, breath), and so on. Children who adopt this rhythm of reading approach sentences in an unstructured way, sometimes clumping words together in run-on sentences, other times pausing every one or two syllables in a static method.  This type of reading is detrimental to child learning, as it induces frustration and mental fatigue.

We must reorient our children's rhythm while reading to the more pleasing, successful pattern of three-two-one rhythms. The Rhythm to Read program and DVD trains and teaches children to adopt these rhythms from the earliest stages of language learning. It is these children that will grow into avid readers, and overall, our most successful students.

Learning through rhythms can create an additional language and reading center in the right half of the brain, which results in stronger reading and language skills, improves memory, and develops greater comprehension. In some cases, this method of learning may promote significant health benefits.  Studies have shown a quicker recovery to left brain language center trauma when the right brain is equipped to actively assist in the language process.