Impact of Covid‐19 on Early Literacy Instruction for Emergent Bilinguals
Bibliographic Data
| ID | 10718016 |
|---|---|
| Authors | Amy C Crosson (0000-0003-2833-0602, Department of Curriculum and Instruction College of Education Pennsylvania State University USA, corresponding author), Rebecca D Silverman (0000-0002-9785-0313, Graduate School of Education Stanford University Stanford, CA 94305 USA) |
| Year | 2022 |
| Volume | 57 |
| Issue | 1 |
| Pages | 5-14 |
| Publication date | 2022-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Reading Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0034-0553 • E-ISSN: 1936-2722 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/rrq.456 |
| OpenAlex | W4200059980 |
| Language | EN |
| Citations received | 13 |
| References cited | 19 |
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
Comprehension · Coronavirus disease 2019 (COVID-19) · Linguistics · Literacy · Mathematics education · Neuroscience of multilingualism · Pedagogy · Reading (process) · Reading comprehension · Teaching method · Vocabulary · Vocabulary development · Child Development and Digital Technology · Hearing Impairment and Communication · Medicine · Psychology · Reading and Literacy Development
Exploring the short-term and long-term effects of the Covid-19 school closures on reading fluency in Southern Germany
Differential impact of pandemic-era kindergarten on oral language and early literacy in first grade
Lessons learned from remote, early-literacy instruction
Exploring issues of quality and equity through literacy learning in the time of Covid
The role of teacher beliefs in teacher learning and practice
Texting and tutoring
‘Somos bilingües’
Home Literacy Practices and Oral Language Development of Young Immigrant Dual Language Learners
Technology, time and families
Annotated Bibliography of Research in the Teaching of English
Annotated Bibliography of Research in the Teaching of English
Growing up bilingual through a pandemic
Understanding K‐3 Teachers' Literacy Instructional Practices During the Pandemic‐Impacted 2020–2021 School Year
Uneven profiles
The Gap Between Spanish Speakers’ Word Reading and Word Knowledge
Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension
Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research
The Oxford Handbook of Qualitative Research
Reading Wars, Reading Science, and English Learners
Beyond Decoding
How the Science of Reading Informs 21st‐Century Education
Achievement Gaps in the Wake of Covid-19
The National Early Literacy Panel
Designing and Conducting Mixed Methods Research
| Citations per year | 4.33 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |