Kishore (2019) reports that keeping this in view, an intervention cum action research was undertaken by the investigator to bridge the gap between the home and school language by reviving the folk songs and padding strategy to build the functional vocabulary in school language for the school entrants before introducing the language textbook. It found that the reactions of the children (N=20, age : 5- 7 years) and their parents (N=35) were significantly positive (p≤0.05, d.f. = 2) when interpreted through chi-square analysis. Five children's folk songs were used and sight vocabulary of ten words was developed through padding strategy for the experiment. The transitional intervention lasted for 2 weeks with forty minutes session each day.