Play-based learning, which involves using play as a tool for learning both in and outside of the classroom, is a highly effective approach to improving early literacy skills. Reading, a core component of literacy, is fundamental to developing cognitive abilities and advancing from basic to more complex understanding. As primary grade learners engage in play-based activities, they build key literacy skills such as word recognition, phonics, sentence structure, and comprehension. Specific games and strategies that support literacy development include the Snowball Word Game, word identification games, sentence construction games, and phonics-focused activities. Additionally, activities like reordering sentence words, forming sentences from jumbled words, and encouraging students to express their ideas through writing and reading enhance their ability to communicate effectively. These playful, interactive strategies not only make learning enjoyable but also help solidify critical literacy skills in a developmentally appropriate way.

Congratulations for your interesting paper and research. I agree with the previous answer. In any case, just like with every approach, game-based learning can be effective. This though requires appropriate planning. It is necessary to check that the learners and the context are prepared.

I did some work (linked below) looking at sport-based programmes/approaches and how they impacted academic achievement. One big limitation, it seemed to me, as that these programmes are often informal and outside of the cschool context, making alignment and synergies difficult to achieve - even though play or experiential-based approaches do hold promise. I wonder how much being embedded in the school context might have supported your approach and results?

In any case, congrats on the work!

Article Can Sport for Development Programs Improve Educational Outco...

Very effective. No doubts about that

Play-based literacy activities are crucial for early childhood development as they combine learning with fun, allowing children to explore language in a natural and enjoyable way. These activities enhance cognitive, social, and emotional skills while laying the groundwork for effective communication and literacy. Incorporating play-based literacy activities into early childhood education not only enhances literacy skills but also fosters a love for learning.

Play based learning improves gross motor skills, which impact on fine motor skills needed for writing so it is vital. Also studies have shown a link between dyslexia and balance, which is developed through play. Plus children should play, it is a critical part of their development generally.

Game-based learning significantly enhances early literacy skills in elementary school students, as they engage in thinking about various words, understanding their meanings, and the intent and purpose of words, often without realizing it, while playing. This engagement motivates them to think even in a playful atmosphere.

Dear Zyldjian Tepora,

Thank you for sharing the key points of your study titled “Effectiveness of Play-Based Learning on the Reading Levels of Grades 1 to 3 Learners During the Implementation of National Learning Camp 2023 in Anabu II Elementary School.”

Your research aligns with current pedagogical trends emphasizing learner-centered, engaging approaches—particularly for early grade levels. The use of a quasi-experimental design and the application of the Comprehensive Rapid Literacy Assessment (CRLA) provide a solid methodological foundation for your findings.

The reported significant improvement in reading levels following the play-based intervention is both promising and pedagogically meaningful. These results support existing literature on the cognitive and motivational benefits of structured play, especially when it is purposefully integrated with literacy instruction.

As a specialist in educational research, I would encourage further exploration of the following aspects to strengthen future studies:

• A breakdown of the types of play used and how they were aligned with specific literacy goals.
• A comparison group, if feasible, to enhance causal inference.
• Longitudinal follow-up to assess retention of reading skills over time.

Overall, your study provides valuable insights and contributes meaningfully to the discourse on early literacy interventions. I would be glad to offer more detailed feedback or collaborate on expanding this research to additional domains such as early mathematics learning through play.

Best regards, Wafiq hibi sakhnin coege

Thank you for sharing your research. I believe play-based learning is essential in our classrooms, not only in elementary school, but also in secondary school, college, and university. I use it in one of the four learning style corners of the REAPES method, specifically the active corner. Students with this learning style enjoy movement, being involved, short activities, and interacting with others.

Play-based learning is an effective approach for improving early literacy skills in primary grade learners, as it integrates exploration and engagement into the educational process. Grounded in theories such as Piaget’s cognitive development and Vygotsky’s social development, this method emphasizes the importance of active participation and social interaction in learning. Research shows that children involved in play-based learning demonstrate enhanced phonemic awareness, vocabulary acquisition, and comprehension abilities. Moreover, the collaborative nature of play fosters essential communication skills, contributing to overall language development. While traditional, structured educational methods may focus on specific skills, play-based learning provides a broader context that promotes creativity and motivation. However, the quality of play experiences is crucial; effective implementation requires trained educators who can facilitate meaningful interactions. Overall, when well-structured and intentional, play-based learning not only engages young learners but also lays a solid foundation for lasting literacy development.

Play-based learning is widely recognized as an effective approach for developing early literacy skills, especially among primary grade learners. Research consistently shows that when children engage in play, they are naturally motivated to explore language, experiment with sounds and words, and practice communication in authentic, meaningful contexts (Morrow, Morrell, & Casey, 2023). Through activities such as dramatic play, storytelling, and interactive games, students develop foundational skills in oral language, vocabulary, phonemic awareness, and narrative structure—all of which are critical for later reading and writing success.

One of the key strengths of play-based learning is that it integrates literacy into experiences that are developmentally appropriate and highly engaging. Children are more likely to internalize concepts when learning feels enjoyable and relevant to their interests. For example, during pretend play in a classroom “grocery store,” students might read shopping lists, write price tags, and use new vocabulary related to food and shopping. Such experiences not only reinforce print concepts and letter-sound relationships but also promote comprehension and expressive language skills.

Furthermore, play-based literacy activities allow for differentiation, enabling teachers to tailor support for diverse learners, including English language learners and students with varying abilities. This inclusive environment helps reduce anxiety around learning and encourages risk-taking, collaboration, and problem-solving.

Studies cited in Best Practices in Literacy Instruction highlight that classrooms emphasizing play-based learning often see greater gains in emergent literacy skills, including letter recognition, phonological awareness, and early writing abilities, compared to more rigid, direct-instruction-only approaches (Morrow et al., 2023, pp. 108–112).

In summary, play-based learning not only makes early literacy instruction more effective, but it also helps foster a love of reading and writing that can last a lifetime. For these reasons, it is considered a best practice in primary education, particularly when integrated intentionally with teacher support and rich language opportunities.

How Effective Is Play-Based Learning in Improving Early Literacy Skills, Especially in Primary Grade Learners?

Let me begin with a truth we must never forget: children are not miniature adults. They do not learn best through rote drills, passive listening, or rigid instruction. They learn through experience, curiosity, and joy. And one of the most natural, powerful, and developmentally appropriate vehicles for learning—especially in the early years—is play.

The study conducted by Zyldjian Tepora at Anabu II Elementary School offers compelling, data-driven evidence that play-based learning is not only developmentally sound—it is statistically significant in improving early literacy skills among Grades 1 to 3 learners.

Let us examine what this means—and why it matters.

1. Play-Based Learning Yields Significant Gains in Reading Proficiency

Tepora’s quasi-experimental study employed the Comprehensive Rapid Literacy Assessment (CRLA) as both pre-test and post-test to measure changes in reading levels before and after a structured play-based intervention during the Department of Education’s National Learning Camp (NLC) 2023.

The results?

Grade 1: Mean score increased from 8.08 to 16.75

Grade 2: From 9.04 to 15.70

Grade 3: From 5.64 to 18.14

These are not marginal improvements. These are transformative leaps in reading ability—especially for learners initially classified as needing “full refresher” support.

And critically, the paired t-tests revealed p-values of

I would like to follow up on Dr. Leal's response to the question of how we can integrate play and literacy: the University of Zaragoza (Spain) is developing a methodology called the REAPSES Method, which stands for Learning Style Corners for Primary, Secondary, and University and Non-university Higher Education. Each of the learning styles outlined by Honey-Alonso (1994) focuses on a topic in different corners, as follows: Active (play), Reflective (dialogue, questions, comparisons, etc.), Theoretical (information on the topic at hand), Pragmatic (combining theory with practice, bringing acquired knowledge into real life).

I must say: your study is not just timely — it’s transformative.

The Short Answer:

Play-based learning is not merely “effective” — it is powerfully catalytic in developing early literacy skills, especially among primary grade learners who are struggling readers. Your data doesn’t just suggest improvement — it screams statistical and pedagogical significance.

Let’s Talk Numbers — Because Data Doesn’t Lie

Your findings are compelling:

• Grade 1: Pre-test mean = 8.08 → Post-test mean = 16.75 (paired t = 13.989, p < 0.001)
• Grade 2: Pre-test mean = 9.04 → Post-test mean = 15.70 (paired t = 11.855, p < 0.001)
• Grade 3: Pre-test mean = 5.64 → Post-test mean = 18.14 (paired t = 19.727, p < 0.001)

These aren’t marginal gains — these are leaps. From “full refresher needed” to “grade-ready” in a single intervention camp? That’s the kind of impact we dream of in educational research.

And you didn’t just measure it — you proved it, with a quasi-experimental design using DepEd’s own CRLA tool. That’s gold-standard contextual validity.

Why This Works — The Cognitive & Affective Mechanics

You’re not just “playing games.” You’re activating:

A Math Educator’s Perspective: Transferable Pedagogy

As someone who fights daily to make math feel alive, I see direct parallels:

• Just as play makes phonics stick, manipulatives and math games make number sense click.
• Both literacy and numeracy require moving from concrete → representational → abstract. Play is the perfect vehicle for that progression.
• Your Grade 3 jump from 5.64 to 18.14? That’s the equivalent of a student going from counting on fingers to solving multi-step word problems — in 5 weeks. Imagine applying this framework to numeracy interventions!

The Bigger Picture: Healing Post-Pandemic Learning Gaps

You cite UNICEF’s grim stat: 9 out of 10 Filipino children can’t read simple sentences by age 10. Your study is a direct, scalable counterattack.

Play-based learning isn’t a luxury — it’s a necessity for recovery. It meets children where they are — emotionally, developmentally, cognitively — and pulls them forward with joy, not force.

Recommendations (Aligned with Your Findings)

💬 Final Thought:

“We don’t teach children to read — we create environments where reading wants to happen. Play is not the opposite of rigor — it is the pathway to it.”

Your study doesn’t just add to the literature — it lights a torch for it. Thank you for this vital work. I’d love to collaborate on a sister study: “Effectiveness of Play-Based Learning on Early Numeracy Skills in Grades 1–3.” Let’s turn the whole foundational skills recovery into a playground.