top of page
Published in
Academic Frontiers
My Song Hits: A Karaoke-Based Instruction for the Enhancement of Reading Fluency and Comprehension
ACADEMIC FRONTIERS Multidisciplinary e-Publication, 2(1), 102-118, ISSN: 3082-4400, 2026.
Recommended Citation:
Alfon, M. A., & Clamo, L. P. (2026). My Song Hits: A Karaoke-Based Instruction for the Enhancement of Reading Fluency and Comprehension. ACADEMIC FRONTIERS Multidisciplinary e-Publication, 2(1), 102–118. https://doi.org/10.5281/zenodo.18475680
Author(s)
Alfon et al.
Abstract
This study investigated the effectiveness of karaoke-based instruction on the reading fluency and comprehension of Grade 10 learners using a quantitative pretest–posttest research design. Twenty-three learners were purposively selected from a secondary school class to participate in the four-week intervention. Baseline data were gathered using a standardized oral reading assessment measuring accuracy, rate, prosody, and comprehension. Learners then engaged in karaoke-based reading sessions that integrated guided singing, repeated reading, and vocabulary-aligned comprehension-focused discussions using grade-appropriate instructional songs. The quality of the instructional materials was validated by subject-matter and instructional design experts using a structured evaluation rubric that assessed content accuracy, instructional alignment, and technical quality. Post-intervention assessments employed the same standardized instrument to ensure comparability of results. Data were analyzed using frequency counts, percentages, weighted means, and descriptive statistics to determine changes in learners’ reading levels and summarize expert ratings. Results revealed that prior to the intervention, most learners were classified at the frustration level in both fluency and comprehension, with no learners reaching the independent level. Following the karaoke-based instruction, learners demonstrated notable improvement, with the majority progressing to the instructional and independent reading levels in fluency and showing measurable gains in comprehension. Expert evaluations rated the instructional songs as Satisfactory in content quality and Very Effective in both instructional and technical quality, reflecting strong alignment with learning objectives and high learner engagement. The findings indicate that karaoke-based instruction is an effective and engaging approach to enhancing reading fluency and comprehension. The study recommends integrating musically supported and culturally relevant materials into literacy programs to promote learner motivation, confidence, and sustained reading development.
bottom of page