Reclaiming Playful Literacy in the Era of the Science of Reading

• In Event: Pedagogical Practices and Classroom Quality in Early Learning

Abstract

This study explores how playful literacy can coexist with Science of Reading (SoR) mandates in early childhood teacher preparation. Drawing on Scarborough’s Reading Rope and the Active View of Reading, we argue that language comprehension can be supported alongside phonics instruction through developmentally appropriate learning. Using qualitative data from preservice teachers enrolled in SoR-aligned courses, we observe how playful read-alouds lead to retellings that foster engagement and comprehension. Findings indicate that pre-service teachers believed that integrating play not only enhances instructional effectiveness but also makes developmentally appropriate early childhood practices possible within an SOR-driven curriculum. This work contributes to reimagining literacy instruction that honors both evidence-based mandates and the developmental needs of learners.

Authors

• Jill A. Scott, Indiana University

• Sharon Daley, Indiana University

• Karen E. Wohlwend, Indiana University

• Christina Jones, Education Library