Sing Your Way to Better Reading: Using Song Lyrics for Fluency and Comprehension
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Abstract
Reading is a complex cognitive process that integrates diverse linguistic and cognitive skills, including background knowledge activation, phonemic awareness, letter-sound correspondence, and vocabulary knowledge. Central to this process is reading fluency—the ability to read text smoothly, accurately, and expressively—which serves as the bridge between basic word recognition and higher-order comprehension. Fluency is multidimensional, encompassing three critical components: accuracy, automaticity, and prosody. Effective reading instruction must address these dimensions simultaneously to facilitate the transition from laborious decoding to fluent, meaningful reading. Recent research underscores the importance of repeated exposure to print in fostering fluency development, particularly through methods such as repeated reading. This paper explores the innovative use of song lyrics as an engaging medium for enhancing reading fluency, particularly in English as a Foreign Language (EFL) classrooms. Grounded in theoretical frameworks such as LaBerge and Samuels’ Automaticity Theory (1974) and supported by empirical studies, this investigation examines how fluency instruction, when integrated with music, can motivate learners, improve decoding skills, and foster deeper comprehension. Song lyrics, due to their natural rhythm, repetition, and emotional impact, enable learners to experience a multisensory learning environment that supports constructivist learning theories. By utilising the natural prosody of songs, educators can help students internalize the flow of language, practice expressive reading, and develop a lifelong love of reading. The implications of this approach are significant, particularly for EFL learners who often struggle with pronunciation and comprehension. Song lyrics integration into fluency instruction enhances cognitive skills and addresses other metacognitive dimensions, such as motivation and confidence, making the learning process more enjoyable and inclusive. This paper concludes with actionable recommendations for educators, including strategies for selecting appropriate texts, incorporating multimedia resources, and fostering classroom discussions. By incorporating song lyrics, educators can transform traditional reading instruction into an engaging reading practice that enhances both fluency and comprehension.
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References
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