Impact of COVID-19 on Early Literacy Instruction for Emergent Bilinguals

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.

This is the peer reviewed version of the following article: Crosson, A.C., & Silverman, R.D. (2022). Impact of COVID-19 on Early Literacy Instruction for Emergent Bilinguals. Reading Research Quarterly, 57( 1), 5– 14, which has been published in final form at https://doi.org/10.1002/rrq.456. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.

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Work Title Impact of COVID-19 on Early Literacy Instruction for Emergent Bilinguals
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Open Access
Creators
  1. Amy C. Crosson
  2. Rebecca D. Silverman
License In Copyright (Rights Reserved)
Work Type Article
Publisher
  1. Reading Research Quarterly
Publication Date December 12, 2021
Publisher Identifier (DOI)
  1. https://doi.org/10.1002/rrq.456
Deposited August 10, 2022

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  • Created
  • Added CROSSON___SILVERMAN_2022_RRQ_Unblinded_Clean_Copyldocx.pdf
  • Added Creator Amy C. Crosson
  • Added Creator Rebecca D. Silverman
  • Published
  • Updated Work Title Show Changes
    Work Title
    • Impact of COVID-19 on Early Literacy Instruction for Emergent Bilinguals
    • ! Impact of COVID-19 on Early Literacy Instruction for Emergent Bilinguals
  • Updated Description Show Changes
    Description
    • <p>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.</p>
    • 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.
  • Updated Work Title Show Changes
    Work Title
    • ! Impact of COVID-19 on Early Literacy Instruction for Emergent Bilinguals
    • Impact of COVID-19 on Early Literacy Instruction for Emergent Bilinguals
  • Updated