Game Time: The Effect of Literacy Games on Reading Engagement
Major
Educational Studies
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
CNS Atrium
Start Date
4-11-2026 8:30 AM
End Date
4-11-2026 9:45 AM
Abstract
“Children are often naturally engaged in and motivated by play, making it an ideal medium for teaching vocabulary” (Masters & Scott et. al., 2023, p.776). This study examines the effects of implementing literacy games in reading instruction on first-grade students' engagement. Data was collected through observation notes, lesson plans/materials, and the engagement level of students. Observations revealed the effectiveness of games in engaging students with reading instruction. The engagement level of students was measured on a three-point scale and determined after students had completed the literacy game. Games were conducted during whole-class, small group, and intervention instruction. Students practiced blending, segmenting words into their phonemes, sight word recognition, and digraphs. The framework of this self-study follows Barlow, Cummings, and Abersuti's (2008) synthesis of Constructivist Theory. Children learn through meaningful experiences, social interactions, and collaborative activities. Literacy games foster collaboration and hands-on learning experiences. During team activities, students learn from their peers. For individual activities, students practice reading skills through selected activities modified to meet learning standards. Analyzing the effectiveness of literacy games on student engagement benefits teachers by providing an alternative way to teach reading skills.
Game Time: The Effect of Literacy Games on Reading Engagement
CNS Atrium
“Children are often naturally engaged in and motivated by play, making it an ideal medium for teaching vocabulary” (Masters & Scott et. al., 2023, p.776). This study examines the effects of implementing literacy games in reading instruction on first-grade students' engagement. Data was collected through observation notes, lesson plans/materials, and the engagement level of students. Observations revealed the effectiveness of games in engaging students with reading instruction. The engagement level of students was measured on a three-point scale and determined after students had completed the literacy game. Games were conducted during whole-class, small group, and intervention instruction. Students practiced blending, segmenting words into their phonemes, sight word recognition, and digraphs. The framework of this self-study follows Barlow, Cummings, and Abersuti's (2008) synthesis of Constructivist Theory. Children learn through meaningful experiences, social interactions, and collaborative activities. Literacy games foster collaboration and hands-on learning experiences. During team activities, students learn from their peers. For individual activities, students practice reading skills through selected activities modified to meet learning standards. Analyzing the effectiveness of literacy games on student engagement benefits teachers by providing an alternative way to teach reading skills.