TY - JOUR
T1 - Impact of COVID-19 on Early Literacy Instruction for Emergent Bilinguals
AU - Crosson, Amy C.
AU - Silverman, Rebecca D.
N1 - Funding Information:
This research was supported by the Spencer Foundation, Award #202100031, to The Pennsylvania State University as part of the COVID‐19 Related Special Grant Cycle ( https://www.spencer.org/news/announcing‐covid‐19‐related‐special‐grant‐cycle ). The opinions expressed are those of the authors and do not represent views of the Spencer Foundation. We are deeply appreciative to the teachers who participated in this study. As well, we are grateful for the research assistance of Lisa Herring, Tricia Rizzo, Yaqi Shen and Yun‐Chen Yen.
Publisher Copyright:
© 2021 International Literacy Association
PY - 2022/1/1
Y1 - 2022/1/1
N2 - We investigated teachers’ perspectives on how literacy instruction for bilingual children changed due to the shift to remote instruction during COVID-19. Fifty K-2 public school teachers from 10 states submitted smartphone-based diary entries about their day-to-day literacy instructional practices before versus during COVID-19. Teachers reported implementing less literacy instruction in general. The smallest declines were seen in code-focused, foundational skills, while the largest declines were in language-focused practices such as extended writing, vocabulary knowledge, and reading comprehension strategies. We analyzed teachers’ responses to identify factors that influenced their adaptations. Implications for areas of literacy development in need of immediate, intensive attention in the aftermath of COVID-19 are addressed.
AB - We investigated teachers’ perspectives on how literacy instruction for bilingual children changed due to the shift to remote instruction during COVID-19. Fifty K-2 public school teachers from 10 states submitted smartphone-based diary entries about their day-to-day literacy instructional practices before versus during COVID-19. Teachers reported implementing less literacy instruction in general. The smallest declines were seen in code-focused, foundational skills, while the largest declines were in language-focused practices such as extended writing, vocabulary knowledge, and reading comprehension strategies. We analyzed teachers’ responses to identify factors that influenced their adaptations. Implications for areas of literacy development in need of immediate, intensive attention in the aftermath of COVID-19 are addressed.
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U2 - 10.1002/rrq.456
DO - 10.1002/rrq.456
M3 - Article
AN - SCOPUS:85120939751
SN - 0034-0553
VL - 57
SP - 5
EP - 14
JO - Reading Research Quarterly
JF - Reading Research Quarterly
IS - 1
ER -