Reading games and activities in the affective, perceptual, perceptual/psycho-motor, and cognitive domains, K-3

Includes bibliographical references (pages 237-241)The purpose of this study was to create selected types of kindergarten primary reading games and activities in the affective, perceptual, perceptual/ psychomotor, and cognitive domains. These materials were developed for use with small and large groups of primary-age children. The games were designed to reinforce specific reading skills and abilities related to each of these four educational domains. The affective domain games were focused in the areas of values, interests, self-concept, and attitudes. The perceptual domain games were based on skills and abilities involving auditory and visual perception. The perceptual/psycbomotor domain games covered eye-motor coordination, figure-ground discrimination, perceptual constancy of shape and size, position in space, and spatial relations. The cognitive domain games involved seven broad categories of skills: (1) word recognition, (2) phonetic analysis, (3) structural analysis, (4) vocabulary development, (S) dictionary-reference, (6) comprehension, and (7) oral reading skills. A review of the related research literature substantiated the need for highly motivating materials to foster in children a desire to want to read. The games in this study were created to reinforce a student's weaker reading skills by getting and holding the student's interest and attention. This study included development of (1) a composite profile of K-3 reading skills in four educational domains; (2) a table of contents for the games listing a sequential order of all skills and corresponding pages; (3) 180 original games covering each profile skill listing the title, skill, grade level, materials, and description of how to play, With colorful illustrations; and ( 4) three cross-reference skill and game indexes