摘要：This paper reports on an observational study in which I explored the affordances of three play types for learning to read ten unfamiliar words by sight. In conducting this qualitative study with two Hebrew-English speaking children (five-year-olds), I aimed to discuss alternatives to supporting children’s sight word learning. My observations confirm that play is an effective alternative for the teaching and learning of sight words, where play provided meaningful contexts for literacy learning. My observations also highlight the importance of children’s engagement and interest, which seemed to play an important role in motivating participants to continue interacting with the words.
其他摘要：This paper reports on an observational study in which I explored the affordances of three play types for learning to read ten unfamiliar words by sight. In conducting this qualitative study with two Hebrew-English speaking children (five-year-olds), I aimed to discuss alternatives to supporting children’s sight word learning. My observations confirm that play is an effective alternative for the teaching and learning of sight words, where play provided meaningful contexts for literacy learning. My observations also highlight the importance of children’s engagement and interest, which seemed to play an important role in motivating participants to continue interacting with the words.
