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Effects of Improvements in Interval Timing on the Mathematics Achievement of Elementary School Students
2015
Journal of Research in Childhood Education
This article examines the effect of improvements in timing/rhythmicity on mathematics achievement. A total of 86 participants attending 1st through 4th grades completed pre-and posttest measures of mathematics achievement from the Woodcock-Johnson III Tests of Achievement. Students in the experimental group participated in a 4-week intervention designed to improve their timing/rhythmicity by reducing latency response to a synchronized metronome beat. The intervention required, on average, 18
doi:10.1080/02568543.2015.1040563
fatcat:3pbbgigpmvfntet6svof4i372a