The Effectiveness of Learning Rhythmic Poems on the Performance of Children's Auditory-Verbal Memory

The Effectiveness of Learning Rhythmic Poems on the Performance of Children’s Auditory-Verbal Memory
This is a randomized controlled trial study with the participation of 80 male and female students of the sixth grade of primary school (2015-2016) randomly divided into two 40-member groups of experiment and control. Students of the experimental group listened to recorded rhythmic poems of their books daily for 8 successive weeks. Before and after the intervention, the auditory–verbal memory of both groups was evaluated with the Rey Auditory – Verbal Learning Test, and data were analyzed using SPSS 21, the Mann-Whitney U test, paired t-test, and the Wilcoxon test.
Findings: Students of 11-12 years of age range were selected equally in terms of gender. In the posttest, the mean score of total learning of auditory-verbal memory in the students of the experimental group (10.6± 1.54) was significantly higher than that of the control group (8.40 ± 1.68) (p = 0.028). Also, in the posttest, the mean score of total learning, immediate recall, delayed recall, and recognition in the experimental group was significantly higher than the pretest (P> 0.05).