Teaching Remotely without Being Distant: Implications for Primary Age Students' Learning of Foundational Reading Skills.
During the 2020–2021 school year, the COVID‐19 pandemic forced millions of students and teachers into hybrid or fully remote modalities. Compiling the experiences of teachers who taught foundational reading skills to their primary‐age students in a hybrid model (a mix of both remote learners at home...
| Publicado en: | Reading Teacher Vol. 77; no. 3; pp. 341 - 350 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
Nov/Dec2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=174203724&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 174203724 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Nov/Dec2023 vid: 77 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 174203724 10.1002/trtr.2250 ppf: 341 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 598KB tig: atl: Teaching Remotely without Being Distant: Implications for Primary Age Students' Learning of Foundational Reading Skills. aug: au: Kramer, Mariah Fiona Hicks, Troy su: School children Reading COVID-19 pandemic Online education Teaching sug: subj: School children Reading COVID-19 pandemic Online education Teaching keyword: fluency foundational reading skills hybrid learning phonics primary students remote learning vocabulary ab: During the 2020–2021 school year, the COVID‐19 pandemic forced millions of students and teachers into hybrid or fully remote modalities. Compiling the experiences of teachers who taught foundational reading skills to their primary‐age students in a hybrid model (a mix of both remote learners at home, joining via video conferencing, as well as in‐person learners in the classroom), the authors demonstrate the challenges and successes that innovative elementary teachers saw with students' reading. Through observations, interviews, and lesson reviews, key ideas emerged that could make remote instruction more effective in the future. First, teachers who build classroom culture in hybrid spaces must do so with the same amount of intention as they would in physical spaces. Second, the purposeful design of synchronous and asynchronous instructions has the potential to affect student learning in a positive manner. And, finally, the instructional strategies teachers use to introduce and reinforce foundational reading skills led to success. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2023 holdings: @attributes: islocal: N |
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