Enhancing Text-Level Reading Fluency and Engagement in Immigrant Children Through a Structured Singing-Based Intervention

Soo Ji Kim^*Eunjin ChoeMihye LEE

• Ewha Womans University, Seoul, Republic of Korea

Reading fluency is an important factor in academic achievement, yet immigrant children often face challenges in developing this skill in a new language due to limited phonological awareness, reduced exposure and differences between home and school language. This study reports a pilot evaluation of a singing-based intervention designed to improve reading fluency and attitudes toward reading among immigrant children. Eight elementary school children from immigrant backgrounds participated in an 8-session intervention program (twice per week, 50 minutes per session) that integrated rhythm-based word chanting, sentence singing, and songwriting. Pre- and post-intervention assessments were comprised of the Reading Fluency Test that measured accuracy, automaticity, and prosody and a modified version of the Reading Attitude Inventory, assessing interest, habits and perceptions. Post-intervention semi-structured interviews were conducted to explore children's experiences and perceived changes. Results indicated overall improvements in the children’s overall reading fluency, particularly in with reading accuracy and automaticity, as well as increased interest in reading and more positive attitudes toward literacy. Children with longer residence in Korea generally showed greater gains, though progress was also observed among those with more limited exposure. While the findings provide preliminary evidence that singing-based intervention may enhance reading development in immigrant children, the small sample size, short duration, and absence of standardized comprehension measures highlight the need for larger-scale, longer-term studies.