These are: (1) teacher oral and written language learning, (2) learners' classroom engagement is promoted, (3) learners were actively engaged in learning of orthographic features of words, (4) learners practised recognising the visual or grapho-phonemic structure of words, (5) teacher paced teaching and (6) teacher assesses miscues and (7) keep record of word recognition skillsĬONCLUSION: In the light of the evidence, it is recommended that the English Second Language (ESL) curriculum for pre-service teachers integrate curricular objectives that promote practising playful learning strategies to prepare teachers for practice RESULTS: The results revealed the key benefits of play-based learning for sight word or incidental reading and vocabulary development.

METHOD: Data collection involved classroom observations, document analysis, informal and focus group discussions

Play is a platform through which young children acquire languageĪIM: This study uses an action research approach to understand how guided play benefits incidental reading and expands vocabulary growth in a Chinese Grade K classroom IIDepartment of Early Childhood Development, University of Pretoria, Pretoria, South AfricaīACKGROUND: This article is based on a study that aimed at finding out how pre-primary teachers integrate directed play into literacy teaching and learning. IFaculty of Education, International University of Management, Windhoek, Namibia Expanding vocabulary and sight word growth through guided play in a pre-primary classroom

Kindergarten sight word list a nc