GAME-BASED APPROACHES TO TEACHING READING IN EARLY EDUCATION

Аннотация

This literature review explores the impact of game-based learning (GBL) strategies on early reading instruction. Drawing on recent studies, the paper examines the use of games targeting phonics, sight word recognition, reading comprehension, vocabulary acquisition, and reading fluency. Findings suggest that incorporating games into reading instruction can enhance learner motivation, improve foundational literacy skills, and support student engagement— especially among young learners with limited attention spans. The review also highlights the importanceof aligning games withpedagogical goals to maximizeeducational outcomes. Keywords: Game-based learning, early literacy, reading instruction, educational games, phonics games, sight word recognition, reading comprehension, vocabulary development, elementary education Game-based approaches to teaching reading to early education students have gained attention for their potential to enhance literacy skills through engaging and interactive methods. This paper aims to explore empirical studies and practical implementations of game-based learning focused onphonics, sight word recognition, comprehension, vocabulary, and fluency. Phonics-Based Games Phonics-based games have emerged as a significant tool in literacy education, particularly for beginning readers. The study conducted by Glatz et al. (2023) provides valuable insights into the effectiveness of digital game-based learning (DGBL) tools, specifically focusing on a phonics game called GraphoGame-NL. This research involved a cluster randomized controlled trial with 247 first graders across 16 classrooms in the Netherlands and Belgium, highlighting the potential of phonics games to enhance reading skills. The intervention consisted of daily sessions of 10 to 15 minutes of gameplay over a period of up to seven weeks, which allowed for a focused and engaging approach to phonics instruction. The findings revealed that children who participated in the phonics game demonstrated significant improvements in letter knowledge, which is crucial for reading development. This improvement was not only statistically significant but also generalizableacross the classroom setting, indicating that phonics games can benefit all students, regardless oftheirinitial skilllevels. page63 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue04,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai Moreover, the study found that children with higher phonological awareness prior to the intervention showed even greater gains in reading fluency after extensive exposure to the game. This suggests that phonics-based games can be particularly effective for students who already possess some foundational skills, allowing them to build on their existing knowledge. The research also explored the impact of various factors such as age, familial risk for dyslexia, and home language environment on literacy outcomes, providing a comprehensive understanding of howphonics games can betailored to meet diverse learner needs. In addition to the positive outcomes associated with phonics games, the study highlighted the importance of using in-game assessment tools to measure literacy skills. These tools were able to detect improvements in letter-sound knowledge more effectively than traditional pen-and-paper assessments, suggesting that phonics games not only engage students but also provide valuable data for educators to track progress. Overall, the study shows that phonics-based games are a promising and effective way to teach reading, and more research and use of these games in schools isencouraged. Sight Word Recognition Games Sight word recognition is a critical component of early literacy development, as it enables children to read fluently and comprehend text more effectively. The study on the Modified “Alpabasa” program 1highlights the effectiveness of incorporating game-based learning strategies to enhance sight word recognition among non-readers in grades 3 and 4. The research utilized a quasi-experimental method, specifically a pre-post test design, to assess the impact of the Modified “Alpabasa” program on 60 non-reader students at St. Paul University Philippines. This program integrated various engaging elements such as costumes, music, movement, and theatrical presentations, which not only made learning enjoyable but also facilitated the recognition ofsight words in ameaningful context. The findings from the study indicate that the exposure to the Modified “Alpabasa” program significantly improved the reading performance of the students. By incorporating action songs and movement-based activities, the program created a dynamic learning environment where students could interact with language in a playful manner. This approach is particularly beneficial for sight word recognition, as it allows students to associate words with actions and sounds, reinforcing t