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Vol. 12 No. 10 (2025)
International Multidisciplinary Journal for Research & Development

Articles

DEVELOPING READING SKILLS OF PRESCHOOL-AGED CHILDREN THROUGH INTERACTIVE GAMES

Published 2025-10-31

  • Bozorboyeva O’g’iloy Xasanboy qizi

Abstract

The development of early literacy skills is crucial for preschool-aged children, forming the foundation for future academic success and lifelong learning. This study examines the effectiveness of interactive games in enhancing reading skills among children aged 4–6 years. A mixed-method approach was employed, combining pre-tests and post-tests, observational checklists, and teacher questionnaires to evaluate outcomes in letter recognition, phonics, vocabulary, and sentence comprehension. The experimental group, which participated in game-based literacy activities, demonstrated significant improvement across all skill areas compared to the control group following traditional instruction. Observations indicated increased engagement, motivation, and social interaction in the experimental group. The findings suggest that interactive games provide a learner-centered, adaptive, and engaging approach to early reading instruction, fostering cognitive, social, and emotional development. This study highlights the potential of integrating technology-based play into preschool literacy programs as a means to support comprehensive early childhood education.

Keywords

Interactive Games, Preschool Education, Early Literacy, Reading Skills, Game-Based Learning, Cognitive Development, Motivation, Social Interaction, Early Childhood Education, Technology Integration

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References

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