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Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
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Enhancing text-level reading fluency and engagement in immigrant children through a structured singing-based

Eunjin Choe1, Mihye Lee2, Soo Ji Kim1

  • 1Department of Music Therapy Education, Graduate School of Education, Ewha Womans University, Seoul, Republic of Korea.

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|November 10, 2025
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Summary

This study shows that a singing intervention improved reading fluency and attitudes for immigrant children. Music-based learning may help young learners develop essential literacy skills in a new language.

Keywords:
immigrant childrenmusic and languagereading attitudereading fluencysinging-based intervention

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Area of Science:

  • Education
  • Linguistics
  • Psychology

Background:

  • Immigrant children often struggle with reading fluency in a new language.
  • Factors include limited phonological awareness and differing language environments.

Purpose of the Study:

  • To investigate the impact of a singing-based intervention on reading fluency and attitudes in immigrant children.
  • To explore the potential of music to support literacy development.

Main Methods:

  • An eight-session singing intervention involving word chanting, sentence singing, and songwriting.
  • Pre- and post-assessments of reading fluency (accuracy, automaticity, prosody) and reading attitudes.
  • Semi-structured interviews to gather qualitative data on participant experiences.

Main Results:

  • Significant improvements in reading fluency, especially accuracy and automaticity.
  • Increased reading interest and more positive attitudes toward literacy.
  • Children with longer residence in Korea showed greater gains.

Conclusions:

  • Singing-based interventions show promise for enhancing reading fluency and engagement in immigrant children.
  • Musical elements may support phonological and prosodic processing crucial for reading.
  • Further research with larger samples and longer durations is recommended.