Gamified phonics instruction developing second graders’ pre-reading process.

Abstract

This document presents a didactic and innovative proposal focused on providing young learners an alternative to producing proper English vowel sounds to foster phonemic awareness and the development of pre-reading skills in early literacy processes. The main goal of this project is to propose a pedagogical and didactic design using gamified phonics instruction to improve second-graders’ pre-reading skills. The use of gamification and phonics instruction may have significant and relevant benefits for young learners when learning EFL. The project is designed for second-grade students in public schools in Colombia. This proposal is divided into five chapters in which the problem, the theoretical framework, the methodological design, the instructional design organized in three cycles, and a number of implications for the agents involved in the proposal are presented.