ArticleFrontiers in psychology2026
Does artificial intelligence-supported rhythm-enhanced phonological awareness training improve early reading in children with attention-deficit/hyperactivity disorder? A randomised controlled intervention study.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Children with attention-deficit/hyperactivity disorder (ADHD) are at increased risk of reading-related difficulties, and phonological awareness (PA) plays a vital role in early reading development. Rhythm may serve as a temporal scaffold for PA, yet whether rhythm-enhanced PA training produces additional benefits beyond typical PA training for children with ADHD remains unclear. This study examined whether rhythm-enhanced PA training, delivered through an artificial intelligence (AI)-supported and research-assistant-facilitated interactive teaching model, could improve early reading-related abilities and rhythm discrimination in Mandarin-speaking kindergarten children with ADHD. Methods: A total of 165 eligible kindergarten children with ADHD were stratified by gender and randomly allocated in a 1:1:1 ratio to the rhythm-based phonological awareness (RPA) intervention group, the phonological-awareness-only (PAO) intervention group, or the control group. Of these, 146 children completed the intervention and were included in the final analysis. Both intervention groups received AI-supported instruction for 8 weeks, with two 30-min sessions per week, while the control group received AI-supported oral storybook activities. Outcome measures included character reading, four PA measures (syllable, rhyme, tone, and phoneme-level awareness), and rhythm discrimination. Results: Significant time × group interactions were found for character reading, all four PA measures, and rhythm discrimination (all Discussion: Within the shared AI-supported and human-facilitated interactive teaching model, PA intervention improved PA-related outcomes, while rhythm enhancement provided additional benefits for character reading, syllable awareness, rhyme awareness, and rhythm discrimination. This study further extends the Temporal Sampling Framework by demonstrating that rhythm may serve as a temporal scaffold for PA and early reading development in children with ADHD.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.