<![CDATA[This study aims to examine the effectiveness of the singing method in developing reading skills of children aged 5-6 years at RA Cahaya Cemerlang, Serang City. The research was motivated by low reading interest and challenges in letter recognition among early childhood learners. A descriptive qualitative approach was employed, utilizing observation, interviews, and documentation as data collection techniques. Data analysis followed the Miles and Huberman model, encompassing data reduction, data display, and conclusion drawing. The findings indicate that the singing method was effectively implemented through the selection of educational songs relevant to learning themes and children's developmental stages, supported by visual media and physical movements. Key findings demonstrate a 75% increase in child participation, 80% improvement in letter recognition, and 70% enhancement in reading simple words over three days of observation. The singing method also positively influenced children's learning motivation, self-confidence, and social skills. The implications of this research provide practical contributions for early childhood teachers in designing enjoyable and contextual reading learning strategies, as well as serving as a foundation for developing arts-based curricula in early childhood education institutions. Theoretically, this study reinforces multimodal learning theories in early childhood education. The study concludes that the singing method is an effective strategy for teaching reading to young children]]>
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