When Reading Becomes Social: Using Structured Trivia Gameplay to Support Literacy Instruction

Secondary students with specific learning disabilities (SLD) in reading often struggle with fluency, vocabulary, and comprehension despite years of targeted instruction. By high school, many describe literacy activities as repetitive and disconnected from meaningful reading experiences. This article describes a structured, non-digital gameplay routine using the Trivial Pursuit board game that supports literacy instruction by positioning reading as a shared, social classroom practice. Used within ongoing instruction, the strategy provides students with repeated opportunities to read aloud, apply decoding and vocabulary strategies, and discuss meaning in an age-appropriate, low-pressure environment. The routine includes clear teacher supports and reflection points that help maintain instructional focus while promoting student engagement and participation.