Play-Based Reading On Catch – Up Fridays Towards Vocabulary Acquisition

Abstract

This study investigates the effectiveness of play-based reading activities in enhancing the vocabulary acquisition of Grade 2 pupils. Recognizing the pivotal role of vocabulary in reading comprehension, the research addresses the limited studies on the use of play-based teaching strategies for vocabulary development among young learners. Specifically, the study sought to determine the extent of vocabulary acquisition of Grade 2 pupils before and after engaging in play-based reading activities.

A quantitative, descriptive research design was employed to analyze the impact of three play-based interventions—Vocabulary Dice Game, Word Train, and Vocabulary Pictionary—on the vocabulary acquisition of struggling readers. Using purposive sampling, 20 pupils with below-grade-level reading abilities, identified through the CRLA, participated in the study. Vocabulary acquisition was assessed using the Barton English Vocabulary Test, with vocabulary words categorized based on their difficulty levels via the English Vocabulary Profile (EVP) and Corpus of Contemporary American English (COCA).

Results indicated statistically significant vocabulary gains across all three interventions. Vocabulary Pictionary yielded the highest posttest, followed by Word Train, and Vocabulary Dice Game. These findings suggest that Vocabulary Pictionary is the most effective play-based reading activity for enhancing vocabulary acquisition among Grade 2 pupils. The study highlights the potential of integrating play-based strategies to improve vocabulary skills and support struggling readers in foundational literacy.