Digital Reading Check-Ins: Supporting Independent Digital Reading

We know that teacher support during independent reading can greatly impact the growth and development of beginning readers. However, the rapid conversion to online learning in the 2020-2021 school year required teachers to rethink and retool traditional strategies to meet the needs of their online learners. This teaching and learning guide explores the use of a digital reading check-in strategy to support beginning readers as they read independently on digital platforms. We explain how this strategy was implemented successfully in a first-grade classroom and how it can be employed with any digital reading platform used in classrooms today.

Re-setting special education for justice: An essay on the logics and infrastructure enabling deep change in the COVID-19-era

COVID-19 shocked the education system, disrupting the policies and practices of special education over multiple school years. This essay brings together the institutional logics perspective and racialized organization theory to first examine aspects of special education and then describe how leaders and teachers can improve special education to target inequities. We illustrate features of three logics of special education: compliance, intervention, and equity. We explain how these logics are racialized structures in the special education field. Applying an agentic stance, we portray how leaders and teachers draw on multiple, competing logics of special education. Next, we highlight how infrastructure enables leaders and teachers to enact the equity model of special education. In sum, this essay encourages improving infrastructural elements and confronting racism and ableism to re-envision special education in the face of COVID-disruptions.

El uso de organizadores textuales para comprensión lectora en lengua meta, una experiencia durante la pandemia por la Covid-19 1

El presente estudio muestra una investigación realizada en la Universidad Europea del Atlántico, Santander, en la que se perseguía realizar una propuesta de mejora para el trabajo de la comprensión lectora en la asignatura de Inglés Instrumental II. Esta propuesta tenía que recoger estrategias de lectura y el uso de organizadores visuales textuales en lengua meta. Para ello se analizaron 11 lecturas del libro de texto Macmillan Hub B1+/B2- y se complementaron las actividades con un entrenamiento en estrategias de lectura y el uso de un organizador textual específico según la necesidad del texto. Para la aplicación se valoró por un lado el desempeño previo y posterior en comprensión lectora y el desempeño de 5 actividades de evaluación continua en comprensión de textos. Dicha aplicación tuvo que ser adaptada a una enseñanza a distancia debido a la pandemia provocada por la Covid-19. La muestra del estudio, n=57, fueron estudiantes de segundo curso del Grado en Ciencias de la Actividad Física y el Deporte y el Grado en Psicología, divididos en Grupo Experimental, GE, (n=31) y Grupo de Control, GC, (n=26). Los resultados mostraron diferencias significativas de hasta 2.8 puntos sobre 10 en el caso del GE respecto al de control. Por tanto, se considera que el uso de estrategias de lectura combinadas con el entrenamiento en el uso de organizadores visuales del texto contribuye a una mejora en la comprensión lectora.Alternate abstract:This study presents an investigation carried out in the European University of the Atlantic, Santander. Its main aim was to create a didactic proposal to improve reading comprehension in the subject of English as a Foreign Language, level 2. This proposal included the use of reading strategies and graphic organizers. Eleven texts from the textbook Macmillan English Hub B1+/ B2- were analyzed. The activities were improved by including a training in the use of reading strategies and a specific graphic organizer for every type of text. To apply the proposal, it was necessary to take a previous and a post reading test as well as 5 extra reading activities as part of the continuous evaluation. The application had to be adapted to online teaching because of the Covid-19 pandemic. The sample of the study consisted of 57 students enrolled in the Science of Sports degree and the Psychology degree. Thirty-one of these students took part in the experimental group, while the other 26 took part in the control group. The results showed that there were significant differences between these two groups. In conclusion, the use of reading strategies together with the training in the use of graphic organizers contributes to an improvement in reading comprehension.Alternate abstract:Cette étude porte sur une recherche menée a l'Université Européenne de l'Atlantique, Santander, dans laquelle l'objectif principal était de faire une proposition didactique pour améliorer la compréhension écrite dans le cours d'anglais langue étrangere, niveau II. Cette proposition comprend l'utilisation de stratégies de lecture et d'organisateurs graphiques. Pour cela, 11 textes du manuel Macmillan English Hub B1 + / B2- ont été analysés. Par ailleurs, les activités ont été complétées avec une formation aux stratégies de lecture et l'utilisation d'un organisateur textuel spécifique en fonction du texte. Pour appliquer notre proposition, il était nécessaire de passer un test de lecture antérieur et postérieur ainsi que 5 activités de lecture supplémentaires dans le cadre de l'évaluation continue. L'application a été adaptée a l'enseignement a distance pour la pandémie de la Covid-19. L'échantillon de l'étude, n = 57, était composé d'étudiants de deuxieme année du diplome en sciences du sport et en psychologie, divisés en groupe expérimental (n = 31) et groupe témoin (n = 26). Les résultats ont montré des différences significatives allant jusqu'a plus de 2.8 points sur 10 dans le cas du groupe expérimental par rapport au témoin. Par conséquent, on considere que l'utilis tion de stratégies de lecture en combinaison avec une formation a l'utilisation d'organisateurs graphiques contribue a une amélioration de la compréhension en lecture.

Four Black/Brown struggling readers: Narratives from second and third graders in Baltimore city

This study emphasizes formal and informal reading development, race, and socioeconomic status as significant components of the lived experiences of four low socioeconomic Black/Brown second- and third-graders who struggled with reading. The research acknowledges historical progression of the American public education system, exploring peer-reviewed literature to examine the four components of the study's conceptual framework: race, socioeconomics, formal reading instructional practices, and informal reading exercises, as influences of the lived reading experiences of struggling readers. Set in Baltimore, Maryland, the researcher used qualitative methodology to gather data to develop narratives of the elementary-aged participants, illuminating their lived formal and informal reading experiences as struggling readers. The data collection process, being completed during the global COVID-19 pandemic, added dimension to the thoughts, feelings, and concerns of the participants. Using semi-structured interviews and home observations, the purpose of the study was to humanize poor Black/Brown struggling readers by presenting their voices to educational stakeholders against the backdrop of Critical Race Theory. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Making the Transition to Virtual Methods in the Literacy Classroom: Reframing Teacher Education Practices

In response to the COVID 19 pandemic, universities and colleges closed abruptly and teacher educators had little time to move instruction from face-to-face classrooms to digital learning environments. This sudden shift created a myriad of obstacles as instructors worked to retain pedagogically sound and effective instruction through online instruction--while also preparing novice teachers how to teach online themselves. Adding another layer of complexity is prospective teachers' lack of knowledge and hesitation regarding technology tools, as well as how to meaningfully integrate the tools into their teaching. Facing these challenges, we as literacy teacher educators, drew upon effective methods of teacher education, literacy practices and digital literacy to rethink the way we design lessons and assignments for our literacy methods courses. The framework we created for restructuring the integration of technology into courses can be duplicated across disciplines and guide instructors to reconceptualize their use of tech tools to re-envision face-to-face and digital instruction to expand learning outcomes.

Docklands Primary School, Melbourne, Australia

Docklands Primary School opened its doors in Melbourne in January 2021. In this case study, Emina McLean, Head of English, describes how Sounds-Write was implemented in Foundation to Year 2 in the middle of the pandemic. Despite four lockdowns forcing periods of online teaching, various standardised tests show 80% of students on average meeting or exceeding expectations. [For the complete volume, "Systematic Synthetic Phonics: Case Studies from Sounds Write Practitioners," see ED619956.]

Merllyn Community Primary School, Bagillt, North Wales, United Kingdom

At Ysgol Merllyn, a primary school serving the village of Bagillt in North Wales (UK), Tracy Jones, Headteacher, presents data from diagnostic assessment used to determine how well children had retained knowledge of the Extended Code during the disruptions posed by lockdowns and periods of remote learning. [For the complete volume, "Systematic Synthetic Phonics: Case Studies from Sounds Write Practitioners," see ED619956.]

Systematic Synthetic Phonics: Case Studies from Sounds-Write Practitioners

Sounds-Write is a systematic synthetic phonics approach that has been successfully used to teach students to read and spell for the last two decades. This volume brings together twelve case studies -- written by practitioners -- of implementation of the Sounds-Write programme in different settings and geographical contexts (Europe, US, Australia). Through them, the authors share their experiences and evidence-based evaluations of the programme, as well as recommendations on how to make the most of what Sounds-Write has to offer. [This content is provided in the format of an e-book. Individual chapters are indexed in ERIC.]

Four Black/Brown struggling readers: Narratives from second and third graders in Baltimore city

This study emphasizes formal and informal reading development, race, and socioeconomic status as significant components of the lived experiences of four low socioeconomic Black/Brown second- and third-graders who struggled with reading. The research acknowledges historical progression of the American public education system, exploring peer-reviewed literature to examine the four components of the study's conceptual framework: race, socioeconomics, formal reading instructional practices, and informal reading exercises, as influences of the lived reading experiences of struggling readers. Set in Baltimore, Maryland, the researcher used qualitative methodology to gather data to develop narratives of the elementary-aged participants, illuminating their lived formal and informal reading experiences as struggling readers. The data collection process, being completed during the global COVID-19 pandemic, added dimension to the thoughts, feelings, and concerns of the participants. Using semi-structured interviews and home observations, the purpose of the study was to humanize poor Black/Brown struggling readers by presenting their voices to educational stakeholders against the backdrop of Critical Race Theory. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

A Parent-Implemented Shared Reading Intervention via Telepractice

We describe a study of the internet-based Parent-Implemented Communication Strategies–Storybook (i-PiCSS), an intervention designed to train and coach parents to use evidenced-based naturalistic communication teaching (NCT) strategies (i.e., modeling, mand-model, and time delay) and RTs while reading storybooks with their young children with disabilities. Three participating parents were trained and coached via telepractice technologies (videoconferences, video editing software). Zoom software was used for videoconferencing and Camtasia software was used to record the training and coaching sessions and to edit the recorded session for feedback delivery purposes. Using a single-case multiple-baseline design across NCT strategies within each family, we examined (a) parents’ fidelity use of the three NCT strategies, (b) parents’ use of book RTs, and (c) child language and communication outcomes. The entire intervention period lasted 8 weeks. After training and coaching, parents used the modeling, mand-model, and time delay strategies with higher rates and higher quality (accuracy). Children initiated more communicative acts upon parents’ use of time delay and increased their numbers of single- and multiple-word responses.

A trial of online ABRACADABRA literacy instruction with supplementary parent-led shared book reading for children with autism.

BACKGROUND/AIMS: The COVID-19 pandemic has highlighted the need for accessible support for children with developmental disabilities. This study explored online literacy instruction with supplementary parent-led shared book reading (SBR) for children with autism. METHODS: Twenty-one children with autism (5-12 years) completed a battery of assessments (T1) before being assigned to ability matched Instruction (n = 10) and Control groups (n = 11). Instruction group participants completed 16 h of ABRACADABRA instruction working with a researcher 1:1 online and SBR activities at home with a parent over 8 weeks. All participants were reassessed after the instruction period (T2) and parents of children in the Instruction group were interviewed regarding their views and experiences. RESULTS: Quantitative analyses showed no significant improvements in reading for Instruction group children relative to Control group children. However, each child successfully participated in 16 online instruction sessions and qualitative data revealed that parents were generally positive about the program, with some observing improvements in their child's literacy skills and reading confidence. CONCLUSIONS AND IMPLICATIONS: While it appears children with autism can participate in online literacy instruction, sixteen hours of online ABRACADABRA instruction with parent-led SBR may not be effective in improving their reading skills. Further research is required to explore whether more intensive and/or extended online instruction may be feasible and effective, and to improve uptake of parent-led book reading activities at home.