Children’s experiences in preschool and kindergarten influence their future literacy learning. Although emergent literacy has traditionally been supported by play-based experiences, there has been a decline in play opportunities in recent years. Media publications citing the science of reading have called for more focus on systematic, direct instruction of skills in phonics and phonemic awareness. However, from the perspective of the simple view of reading, the process of learning to read involves developing both decoding and linguistic comprehension skills. In this article, we review the research that has linked play experiences to three areas: (1) the development of language skills necessary for linguistic comprehension, including vocabulary, decontextualized language, and oral narrative competence; (2) opportunities for functional literacy behaviors, including emergent reading and writing behaviors; and (3) skills related to decoding, including print awareness, phonological awareness, word recognition, and reading fluency. The research also has demonstrated the value of adult guidance during play experiences in optimizing literacy learning. This review of the literature linking play and literacy in early childhood expands the scope of the science of reading to include a wider range of skills that support reading development.

中文翻译：

---

游戏体验对早期识字的贡献：拓展阅读科学

儿童在学前班和幼儿园的经历会影响他们未来的识字学习。尽管传统上以游戏为基础的体验支持了新兴识字，但近年来游戏机会有所减少。引用阅读科学的媒体出版物呼吁更多地关注语音和音素意识技能的系统、直接教学。然而，从简单的阅读观点来看，学习阅读的过程包括发展解码能力和语言理解能力。在本文中，我们回顾了将游戏体验与三个领域联系起来的研究：（1）语言理解所需的语言技能的发展，包括词汇、去语境化的语言和口头叙事能力；(2) 功能性读写行为的机会，包括紧急阅读和写作行为；(3) 与解码相关的技能，包括印刷意识、语音意识、单词识别和阅读流畅度。该研究还证明了成人指导在游戏体验中对优化识字学习的价值。这篇将幼儿游戏与识字联系起来的文献综述扩大了阅读科学的范围，包括支持阅读发展的更广泛的技能。