While the passage of Public Law 94–142 has increased the mainstreaming of exceptional children in general music classes, little research has been conducted to determine if these children learn music similarly to normal learners. This study investigated possible differences in rhythm pattern ability between 40 normal and learning-disabled readers, age 7 and 8. Individual assessment of rhythm perception and rhythm performance was conducted using three modes of presentation: tapped, melodic, tapped and spoken (ta, ti-ti, etc.). Three responses were measured; recognition (same and different), join-in performance, and echo performance. The rhythm section of the Primary Measures of Music Audiation (PMMA) (E. Gordon, 1979) was adapted for the exceptional subjects. Significant differences in rhythm pattern ability were found between the two reading-ability groups that was greater at age 7 than at age 8. Group differences were found on both performance measures but not on the author's perception test. Significant group differences were found on the PMMA, rhythm section.
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