Recent research in the area of development of language skills indicates a trend toward exploration of the role of the auditory modality in learning to read. Rhythm is frequently thought to be an important contributing element. A correlational study was undertaken to discover the extent to which a relationship exists between rhythm ability and reading achievement in a sample of middle class fifth-grade children of both sexes. Method One hundred and thirty-seven fifth-grade students partic ipated in the study. Of these, 63 were males and 74 were females. Pearson product-moment correlation coefficients were found between TABLE OF CONTENTS