ABSTRACT
During the onset of COVID-19 pandemic, many K-12 schools suddenly shifted from the traditional brick and mortar schooling to virtual learning. With this shift, many teachers and students faced unanticipated instructional challenges. In this study, three elementary school teachers in the Mid-Atlantic opted to utilize an innovative technology based graphic organizer (TBGO) to support their virtual writing instruction for a persuasive essay unit. Participants included three 5th grade teachers and 13 diverse 5th grade students with disabilities, English language learners, or struggling writers. After receiving the bichronous (synchronous and asynchronous) professional development on the TBGO intervention, teachers delivered writing instruction online. Students’ writing outcomes at pretest, posttest with TBGO, and posttest without TBGO were examined. Findings revealed that there were significant differences from the pretest to both posttests for students’ total written words, the number of transition words, and writing quality. Additional qualitative findings indicated positive experiences for both students and teachers utilizing the TBGO during virtual instruction. The resilience of both students and teachers utilizing the writing intervention online is discussed. [ FROM AUTHOR] Copyright of Reading & Writing Quarterly is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)