Enhancing Reading Fluency through a Singing-Based Intervention in an Adolescent with Down Syndrome

This longitudinal case study explores the impact of a singing-based intervention on reading fluency in a 16-year-old adolescent with Down's syndrome presenting with markedly syllabic and low oral reading fluency. Over 20 weekly sessions conducted via videoconference (October 2022–March 2023), the intervention combined participant-selected singing, karaoke, lyric reading (near transfer), and oral reading of a narrative text (334 words; 96- word fragment analysed to minimise fatigue). Reading fluency was assessed through acoustic analysis (Praat), measuring total reading time, words per minute (WPM), and intra- and inter-lexical pauses, alongside a perceptual evaluation by 12 non-expert listeners who rated speed, regularity, segmentation, and comprehension. Following the intervention, total reading time for the full text decreased by 67%, reading speed increased from 27 to 84 WPM (+218 %), and intra-lexical pauses were reduced by 90%. Inter-lexical pauses also showed a significant reduction (p = .002, moderate effect). Perceptual ratings indicated a 50% improvement in speed, rhythmic regularity, and segmentation, with a 20% increase in perceived comprehension for full-text readings. These findings suggest that singing may support reading fluency in adolescents with Down’s syndrome by facilitating rhythmic–motor coordination, lexical integration, and speech continuity. Singing-based interventions may represent an accessible, motivating, and non- invasive approach to support inclusive literacy practices, although further multi-case research is needed.