Vocabulary and reading comprehension are foundational skills in early education, yet many young learners face persistent challenges in acquiring them, particularly in the post-pandemic context of disrupted classroom interactions. This study aimed to assess the effectiveness of using verbal puzzles—implemented as word games—as a strategy to enhance the vocabulary and comprehension skills of Grade 6 learners in the District of Malay City during the 2024–2025 academic year. Employing a quasi-experimental design, the research involved two groups of 25 Grade 1 students each: one receiving traditional instruction (comparative group), and the other exposed to word games (word game group). The vocabulary test, composed of 40 items focusing on context clues and definitions, was administered as both a pre-test and a post-test. Findings revealed significant improvements in both groups, with the word game group showing a greater mean gain from pre-test to post-test (from M = 30.00 to M = 60.13) compared to the comparative group (from M = 32.00 to M = 57.53). Statistical analysis using an independent t-test showed that both improvements were significant at p < .05. These results suggest that integrating word games into early-grade instruction fosters better engagement, enhances vocabulary retention, and leads to improved reading comprehension outcomes. The study supports the inclusion of interactive, play-based learning approaches in early literacy programs to bridge learning gaps and promote academic success. It is recommended that educators and curriculum developers incorporate structured word games into Grade 1 lesson plans to stimulate learner interest and improve foundational language skills. Further research involving a larger population and long-term assessment is encouraged to validate the sustained impact of game-based instruction.
Sacapaño et al. (Wed,) studied this question.