Games-Based Learning (GBL), an Alternative for Strengthening Pre-Reading in Transition

Abstract

The objective of this research was to strengthen the pre-reading process of transition grade students through a methodological program based on Games-Based Learning (GBL). An action-research study was conducted with a qualitative approach, involving seventeen students. The program, titled “Friends of Letters, Let’s Learn While Playing,” was based on contextual analysis and used initial and final diagnostic tools to assess progress in Basic Learning Rights (BLR). It was complemented with field diaries, and content analysis revealed a positive impact on pre-reading skills, particularly in sequencing, object description, and event recreation. The conclusion is that GBL is effective for enhancing pre-reading processes, provided that appropriate pedagogical adaptations are made. This means not only offering games for fun but also linking them to objectives that promote the holistic development of the student.