The purpose of this research study was to examine the effects of Interactive Metronome (IM), a non-academic treatment, when integrated with reading intervention. The intention was to analyze the degree to which IM affected fluency when introduced alongside reading intervention. The research questions that guided this study focused on how internal timekeeping affects reading fluency. This study used a multiple baseline across participant’s single-subject design. Three participants were monitored to determine a baseline using Curriculum Based Measures and Correct Word Per Minute data, and then each received a total of 15 hours of Interactive Metronome treatment. Progress was documented with progress monitoring of fluency using Curriculum Based Measures over a period of 17-22 weeks. Results suggest that students did not benefit from the Interactive Metronome treatment. Data derived from the study does not indicate a causal relationship between Interactive Metronome and improved fluency. Future research should investigate a possible connection between Interactive Metronome and comprehension.
","abstract_html":"<p>The purpose of this research study was to examine the effects of Interactive Metronome (IM), a non-academic treatment, when integrated with reading intervention. The intention was to analyze the degree to which IM affected fluency when introduced alongside reading intervention. The research questions that guided this study focused on how internal timekeeping affects reading fluency. This study used a multiple baseline across participant’s single-subject design. Three participants were monitored to determine a baseline using Curriculum Based Measures and Correct Word Per Minute data, and then each received a total of 15 hours of Interactive Metronome treatment. Progress was documented with progress monitoring of fluency using Curriculum Based Measures over a period of 17-22 weeks. Results suggest that students did not benefit from the Interactive Metronome treatment. Data derived from the study does not indicate a causal relationship between Interactive Metronome and improved fluency. Future research should investigate a possible connection between Interactive Metronome and comprehension.</p>","abstract_has_math":false,"creators":["Lewis, Denise"],"institution":null,"degree_name":"Master of Arts","degree_level":null,"degree_discipline":"School of Teacher Education","degree_department":null,"school":null,"contributors":["Nancy Hulan (Director), Christina Noel, Lucy Maples and Susan Keesey"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-10-01T07:00:00Z","date_published":"2015-10-01T07:00:00Z","updated_at":"2026-07-24T06:08:52Z","subjects":["fluency","reading","IM","Communication Sciences and Disorders","Pre-Elementary, Early Childhood, Kindergarten Teacher Education","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wku.edu/theses/1541","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Nancy Hulan (Director), Christina Noel, Lucy Maples and Susan Keesey"]},{"key":"dc:creator","label":"Author","values":["Lewis, Denise"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Teacher Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["fluency","reading","IM","Communication Sciences and Disorders","Pre-Elementary, Early Childhood, Kindergarten Teacher Education","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wku.edu/theses/1541"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this research study was to examine the effects of Interactive Metronome (IM), a non-academic treatment, when integrated with reading intervention. The intention was to analyze the degree to which IM affected fluency when introduced alongside reading intervention. The research questions that guided this study focused on how internal timekeeping affects reading fluency. This study used a multiple baseline across participant’s single-subject design. Three participants were monitored to determine a baseline using Curriculum Based Measures and Correct Word Per Minute data, and then each received a total of 15 hours of Interactive Metronome treatment. Progress was documented with progress monitoring of fluency using Curriculum Based Measures over a period of 17-22 weeks. Results suggest that students did not benefit from the Interactive Metronome treatment. Data derived from the study does not indicate a causal relationship between Interactive Metronome and improved fluency. Future research should investigate a possible connection between Interactive Metronome and comprehension.
"]},{"key":"dc:title","label":"Title","values":["Reading Intervention Using Interactive Metronome Treatment"]}]}],"canonical_facts":{"dc:contributor":["Nancy Hulan (Director), Christina Noel, Lucy Maples and Susan Keesey"],"dc:creator":["Lewis, Denise"],"dc:description.abstract":["The purpose of this research study was to examine the effects of Interactive Metronome (IM), a non-academic treatment, when integrated with reading intervention. The intention was to analyze the degree to which IM affected fluency when introduced alongside reading intervention. The research questions that guided this study focused on how internal timekeeping affects reading fluency. This study used a multiple baseline across participant’s single-subject design. Three participants were monitored to determine a baseline using Curriculum Based Measures and Correct Word Per Minute data, and then each received a total of 15 hours of Interactive Metronome treatment. Progress was documented with progress monitoring of fluency using Curriculum Based Measures over a period of 17-22 weeks. Results suggest that students did not benefit from the Interactive Metronome treatment. Data derived from the study does not indicate a causal relationship between Interactive Metronome and improved fluency. Future research should investigate a possible connection between Interactive Metronome and comprehension.
"],"dc:identifier":["https://digitalcommons.wku.edu/theses/1541"],"dc:subject":["fluency","reading","IM","Communication Sciences and Disorders","Pre-Elementary, Early Childhood, Kindergarten Teacher Education","Teacher Education and Professional Development"],"dc:title":["Reading Intervention Using Interactive Metronome Treatment"],"dc:type":["Thesis"],"thesis:degree_discipline":["School of Teacher Education"],"thesis:degree_name":["Master of Arts"]},"updated_at":"2026-07-24T06:08:52Z"}