Meaghan Mckenna
Biographic Data
| ID | 4624448 |
|---|---|
| NAME | Meaghan Mckenna |
| GIVEN NAMES | Meaghan |
| FAMILY NAME | Mckenna |
| SIGNATURE | MCKENNA M |
| AFFILIATIONS | University of Connecticut, Storrs, CT |
| ORCID | 0000-0001-9430-415X |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Learning letters, not language
During the COVID-19 pandemic, early childhood educators (ECEs) made a rapid pivot to remote instruction. Much of this instruction was facilitated by digital learning resources, but the nature and quality of these resources for children’s language and literacy learning is an open question. This paper draws on a national U.S. survey of ECEs during the second pandemic school year (2020–2021), which asked them to report on the apps and websites they …
State-Funded Pre-K and Children’s Language and Literacy Development
Research on how COVID-19 school closures impacted the learning of young children is still sparse, and the broader implications of these findings have yet to be fully explored. In this study, we examine the impacts of COVID-19 school closures on language and literacy development in a state-funded pre-K program in a Florida school district. Using COVID closures as a natural experiment, we additionally explore the implications of these findings for …
Supplemental intervention improves writing of first-grade students
The limited research available on writing in Grade 1 led to the development and implementation of an intervention for students who were performing below expectations. Ten students participated in a writing intervention for 11–13 weeks. A multiple baseline design across three units of instruction was focused on (a) paragraph structure, (b) sentence structure and handwriting, and (c) vocabulary and spelling allowed for analysis of the effects of th…
State-Funded Pre-K and Children’s Language and Literacy Development
Research on how COVID-19 school closures impacted the learning of young children is still sparse, and the broader implications of these findings have yet to be fully explored. In this study, we examine the impacts of COVID-19 school closures on language and literacy development in a state-funded pre-K program in a Florida school district. Using COVID closures as a natural experiment, we additionally explore the implications of these findings for …
Supplemental intervention improves writing of first-grade students
The limited research available on writing in Grade 1 led to the development and implementation of an intervention for students who were performing below expectations. Ten students participated in a writing intervention for 11–13 weeks. A multiple baseline design across three units of instruction was focused on (a) paragraph structure, (b) sentence structure and handwriting, and (c) vocabulary and spelling allowed for analysis of the effects of th…
State-Funded Pre-K and Children’s Language and Literacy Development
Research on how COVID-19 school closures impacted the learning of young children is still sparse, and the broader implications of these findings have yet to be fully explored. In this study, we examine the impacts of COVID-19 school closures on language and literacy development in a state-funded pre-K program in a Florida school district. Using COVID closures as a natural experiment, we additionally explore the implications of these findings for …
Learning letters, not language
During the COVID-19 pandemic, early childhood educators (ECEs) made a rapid pivot to remote instruction. Much of this instruction was facilitated by digital learning resources, but the nature and quality of these resources for children’s language and literacy learning is an open question. This paper draws on a national U.S. survey of ECEs during the second pandemic school year (2020–2021), which asked them to report on the apps and websites they …
Literacy (3 works) · Mathematics education (3 works) · Medical education (3 works) · Medicine (3 works) · Pedagogy (3 works) · Psychology (3 works) · Computer Science (2 works) · Artificial Intelligence (1 work) · Artificial Intelligence (1 work) · Child Development and Digital Technology (1 work)