The benefits of integrating structured play in the teaching of English reading : a case study

Abstract

This research question, ‘What are the benefits of integrating structured play activities with the learning of English reading in a Year 2 class?’ examined the benefits of structured play activities during English reading lessons. This study was based on observing a local Year 2 class during English reading lessons where, the type of books, activities and resources used were noted. Subsequently, a play-based English reading pack was planned, prepared and implemented by myself. The data for this study was collected through multiple measures which included; conducting six classroom observations of six English reading lessons delivered by the classroom teacher and the implementation of the six English reading lessons that were video-recorded and photographed. An interview with the classroom teacher and conversations with selected five children were also held. The video recordings and photographs were an important tool during the data collection process, since they acted as a research assistant and were consistently used during the analysis process. Findings demonstrate numerous benefits when structured play is implemented during English reading lessons. Findings illustrated that children enjoyed literature-based genres and texts more than the normally used basal readers due to their varied content. The mediums through which the texts were presented, the structured play-based activities and the resources, confirmed that play is an essential factor and a facilitating means to teach English reading. The study showed that a play-based pedagogy proved to be beneficial in helping children develop their fluency in reading, their listening and speaking, comprehension skills and the acquisition of new vocabulary.