Reading is an essential skill that plays a crucial role in education, and it involves mastering various sub-skills, such as decoding tokens and acquiring phonological awareness. Research indicates that practising music in an educational setting can enhance reading skills, but implementing such interventions can be challenging. Interestingly, studies have found a correlation between individuals' rhythm capabilities and reading sub-skills, which opens the door to more targeted and easy-to-implement educational activities. Digitalised rhythmic activities could be an effective solution, but only a few studies have explored their impact on learning to read. Specifically, several aspects have been left unexplored, and this paper aims to tackle them: the different aspects of rhythm and how to design them best to boost the interaction with children, especially in a school setting. We aim to investigate and evaluate the design of digital activities that can help us understand the connection between reading learning and rhythm. The paper presents the design of six activities and plans to conduct long-term experiments to validate the findings. The initial subjective validation with ten students in a school indicates promising outcomes, as the students were highly engaged and found the design intuitive.