The Effects of Play-Based Literacy on the Reading Readiness of Grade One Students

Abstract

The study focused on the Effects of Play-Based Literacy on the Reading Readiness of Grade One Students. This utilized a quasi-experimental, one-group design with pre-test and post-test measures. The participants in this study will be Grade One students in one primary school in Cebu, Philippines.The study will make use of the Fountas and Pinnell Benchmark Assessment Program. The Fountas & Pinnell Benchmark Assessment Program uses benchmark books to assess students' reading levels.The study yielded that in terms of the High-Frequency Words Assessment during the pre-test, five (5) students did not meet expectations during the pretest, while the others met the expectation. Moreover, after the play-based intervention, all of the students either met or exceeded the expectation on the assessment of high-frequency words. Likewise, in terms of reading assessment, it can be seen that there was an increase in the level of students reading readiness after the play-based intervention.The results of the study highlighted the significance of play in the growth of young children, particularly with regard to the impact of play on reading development.