Speech rhythm is one element of the content pertaining to rhythm in basic musical literacy. All examples for setting up two-part and three-part types of rhythm and for the relationship between the time intervals within them were selected in the current music education literature in Serbia on the basis of the rhythm of standard speech which differs from the speech rhythm of the Novi Pazar area. Language methodologists suggest that during the initial phase of learning to read and write a child should be allowed to speak the local language. Similarly, during the initial phase of music education, or more precisely, when learning to sight-sing, a child should be allowed to use the content based on the speech rhythm of the colloquial language of its environment. The aim of this paper is to determine the applicability of the examples of speech rhythm found in the existing literature for the music education of children from the area of Novi Pazar. The results of the theoretical analysis have shown that in some of them, based on the accentuation of the Novi Pazar area, the speech and music rhythm do not coincide, and that there are examples of incorrectly described speech rhythm. Therefore, we conclude that the existing course books and literature on music education methodology include the content which, in the Novi Pazar area, cannot be used to teach basic types of rhythm and the relationship between the time intervals within them. Music education classes in this area should be approached with more care when it comes to selecting content from the existing literature. The contents typical of the Novi Pazar area in which the speech rhythm matches the music rhythm should be selected as well.