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Rhythm and expression in The Cat in the Hat
Article
· January 2014
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3 authors:
Mara Breen
Mount Holyoke College
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Sarah Weidman
Dogs Trust
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Katharine Guarino
Loyola University Chicago
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Rhythm and Expression in The Cat in the Hat 
Mara Breen
1
, Sarah Weidman
1
, Katharine Guarino


Department of Psychology and Education, Mount Holyoke College, South Hadley, MA, USA 
2
Department of Psychology, The University of Texas at Austin, Austin, TX, USA 
mbreen@mtholyoke.edu, weidm22s@mtholyoke.edu, katieguarino22@gmail.com 
Abstract 
In recent years, there has been increasing interest in whether 
rhythmic interventions support young children’s literacy 
development [1]. To begin to explore this connection, we 
assessed 
several aspects of rhythmicity and expressivity of 
productions of the notably rhythmic and rhyming children’s 
book, The Cat in The Hat by Dr. Seuss. Participants 
subjectively rated either the rhythmicity or expressivity of 
speech taken from recordings of the book read aloud. These 
perceptual ratings were correlated with acoustic measures of 
rhythmicity and expressivity. Moreover, we observed a 
surprising lack of consistency between perceptual ratings of 
rhythmicity and expressivity. However, we observed a 
consistent relationship between the perceptual ratings of the 
first couplet of verses and the second, suggesting that readers 
showed self-entrainment in rhythmicity and expressivity 
between verse couplets. These findings can inform our 
investigation of the role of rhythm in literacy development and 
set the stage for further investigation into rhythmic 
entrainment across speakers. 

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