Literaturnachweis - Detailanzeige
| Autor/inn/en | Beach, Kristen D.; Washburn, Erin K.; Gesel, Samantha A.; Williams, Paula |
|---|---|
| Titel | Pivoting an Elementary Summer Reading Intervention to a Virtual Context in Response to COVID-19: An Examination of Program Transformation and Outcomes |
| Quelle | In: Journal of Education for Students Placed at Risk, 26 (2021) 2, S.112-134 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Beach, Kristen D.) ORCID (Washburn, Erin K.) ORCID (Gesel, Samantha A.) ORCID (Williams, Paula) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1082-4669 |
| DOI | 10.1080/10824669.2021.1906250 |
| Schlagwörter | Educational Change; Summer Programs; Reading Programs; Reading Instruction; Intervention; Synchronous Communication; Virtual Classrooms; School Closing; COVID-19; Pandemics; Low Income Students; Elementary School Students; Grade 3; Course Content; Educational Environment; Attendance; Tutors; Tutor Training; Reading Fluency; Reading Improvement; Outcomes of Education; Mastery Tests; Scores; Program Effectiveness |
| Abstract | This exploratory investigation examined the transformation of a traditional summer reading intervention (SRI) to synchronous virtual format in response to school closures due to COVID-19. Goals were to adapt and describe the adaptation of the in-person intervention to the virtual environment, examine program outcomes, and understand tutor and caregiver perspectives of virtual SRI. SRI involved tutor training, coaching, implementation of evidence-based practices, and student access to physical and virtual learning tools. Thirty-five low-income rising second and third graders who read below grade level, 13 tutors, and five caregivers participated. In summer 2020, trained tutors implemented "Sound Partners" in 1:1 thirty-minute Zoom sessions for 22 days. Data included students' pre and posttest reading outcomes, instructional fidelity, and tutor and caregiver perceptions. Key considerations for the transformation of the intervention centered on intervention content and learning environment, attendance, and tutor selection and training. Results indicated strong student attendance and tutor fidelity. Students maintained reading fluency and accuracy skills, and improved by approximately 10 percentage points on curriculum-based mastery tests (p <0.001, d = 1.25 to 1.30). Tutors and caregivers reported virtual SRI was feasible and effective. Results highlight the potential for positive outcomes when SRI is provided virtually. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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