Abstract
Do the current trends in teaching reading adequately incorporate principles of motivation, cooperation, and joy? Also, are students taught skills to connect to the text and understand the material? In what ways can teachers use play-based instruction to deepen connections in Reading?
With a renewed emphasis on teaching skill-building, there also must be an assurance that students make connections to text to deepen their learning. In the quest for teaching reading as a science, educators must preserve reading enjoyment and understanding of text. This article examines integrating play-based pedagogies into teaching Reading to deepen motivation and support reading comprehension.
Principles of play-based pedagogy and experiential learning increase motivation and enhance by providing a rich, joyous experience that deepens reading comprehension. This article is a practice-based article with specific recommendations for promoting interactive reading experiences designed to introduce or provide a taste of ways to use play to improve reading comprehension. Interactive methods and approaches and descriptions of practices in this article will support implications for practice.
Recommended Citation
Klein, Elizabeth Ms.
(2024)
"The Pedagogy of Play in Teaching of Reading: Low-Tech and High-Tech Play-Based Interactive Reading Methods,"
The Language and Literacy Spectrum: Vol. 35:
Iss.
1, Article 1.
Available at:
https://digitalcommons.buffalostate.edu/lls/vol35/iss1/1