Exploring the Relative Effectiveness of Play-Based Approaches Versus Orton-Gillingham Approaches for Second Graders with Reading Difficulties

This study compared the effectiveness of two reading interventions, play-based and Orton-Gillingham (OG), for second graders with difficulties in oral reading, comprehension, and reading attitude. Using a nonequivalent control group design and a pre-test–post-test approach, twenty participants were divided into two groups, each receiving one of the interventions. Pre- and post-tests assessed reading proficiency and attitude. The analysis showed no significant differences between the two groups in oral word reading (U = 43.00, Z = 0.491, p = 0.6182), comprehension (U = 46.50, Z = 0.227, p = 0.810), or attitude (U = 49.00, Z = 0.038, p = 0.970), as confirmed by the conducted Mann-Whitney U test. The findings suggest that both interventions were equally effective in improving the participants’ word reading levels, comprehension, and attitudes toward reading. However, further research with a larger sample is needed to explore potential differences and long-term effects of the play-based and OG approaches in teaching reading to primary learners with reading difficulties.