Play-Based Strategy for Strengthening Reading Skills in Fourth-Grade Students

Abstract

This study aimed to apply a play-based strategy to improve reading skills in fourth-grade students of basic education at the “María Helena Salazar” educational institution in the city of Quito. The research addressed the need to respond to difficulties observed in articulation, fluency, intonation, and motivation toward reading, which limited students’ reading performance. The sample consisted of 30 students, and 5 teachers also participated.

For data collection, participant observation of students was conducted at the beginning and after the implementation of the proposal, along with interviews with teachers before and after applying the strategy, which facilitated the identification of initial needs. A mixed-methods approach was applied, employing both qualitative and quantitative methods.

The proposal consisted of a play-based strategy implemented over a six-week period to improve reading skills. Activities such as dramatized reading, role-playing, group reading competitions, and the use of interactive digital resources were employed to strengthen the identified weaknesses. The results showed significant improvements in articulation, reading speed, and intonation, as well as increased student interest and participation. Play-based learning, as a motivating resource, constitutes an effective and inclusive pedagogical strategy that contributes to the development of reading skills and to the improvement of educational quality.