This embedded experimental mixed-methods study examined the implementation and outcomes of World Music Drumming (WMD) curriculum on reading fluency in primary elementary children and teacher perceptions of its effectiveness in student-to-curriculum, student-to-student, and student-to-teacher interactions in a summer camp setting. WMD, with its accompanying multisensory factors and embodied ways of knowing, is a promising new avenue for increasing outcomes connected to literacy. A computer adaptive test, Istation Indicators of Progress (ISIP), was used to examine literacy outcomes. Data collection for the qualitative strand was collected before (survey), during (observation), and after the camp (multistep focus groups). Findings indicate limited statistical data which supported the use of WMD to improve readers fluency scores. The primary perceived reason for the improvement in fluency scores may be both the connection between embodied literacy methods, and training student's temporal and interval processing skills through the use of repeated rhythmic activities. Future researchers may further explore the phenomenon by using larger sample sizes to improve the statistical power, inquire if gender of participants plays a role in WMD effectiveness, using a rigorous randomized controlled trial, or investigate the connection between the separate elements of WMD (dance, instrumental, singing) and fluency. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]