Walk into many kindergarten classrooms, and you’ll find kids sounding out letters in a phonics lesson or learning vocabulary words through an interactive read-aloud. These scenes are part of the growing movement to teach literacy using evidence-based practices known as the science of reading. And it’s working: states like Mississippi, Tennessee, and Louisiana have seen real progress in students’ literacy scores. But as schools work to help young students gain grade-level skills, there’s a real risk of squeezing out something just as vital to early learning: play.

At first glance, play and explicit reading instruction can seem at odds. Under pressure to improve reading outcomes after years of falling or stagnant scores, schools might cut recess or limit imaginative activities to make time for instruction. But this is a false choice. Research shows that play is not only compatible with the science of reading — it’s a powerful way to build the very skills kids need to become strong readers in the first place. In fact, children learn best through hands-on, engaging activities that make new sounds and words stick.

That’s because play isn’t just fun; it’s serious learning. Guided play — where teachers set up fun activities with clear learning goals — is more effective than direct instruction in promoting learning, particularly for young kids. For instance, studies have found that using activities like blocks, drawing and dramatic play to deliver literacy instruction improved children’s oral language, letter recognition and ability to sound out letter blends and words. Learning to read felt like a game for kids, but the gains were real.

The Boston Public Schools’ evidence-based Focus on Early Learning program shows how this can work at scale. There, children in pre-K through second grade spend most of the morning acting out stories, playing with letters and exploring books — all activities carefully set up by teachers to align with science of reading principles. Unlike many districts that have shifted instruction in the early grades to be more traditionally academic, Boston has made a play-based approach a focal point of K-2 learning. The results show it’s working: Students in the program consistently display substantially stronger literacy and language skills than their peers who are not enrolled.

Read the full article about the science of reading and play by Carly Roberts and Meghan McCormick at The 74.