Novice Teacher Experiences of Online Reading Instruction During the COVID-19 Pandemic. Deyanira Candales, 2023: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: novice teachers, reading, online instruction, elementary school, virtual learning, distance learning, e-learning, elementary school teachers, COVID-19 Pandemic. This applied dissertation documented novice teacher experiences providing online reading instruction during the COVID-19 pandemic. Specifically, the researcher captured educators' first-hand accounts of their experiences shifting to fully online reading instruction, adapting instructional materials that were designed for in-person instruction for online learning, confronting challenges and successes during this period of uncertainty, and transitioning back to in-person instruction amidst the then ongoing pandemic. The following research questions were posed: 1. How do novice elementary reading teachers, in a large public school district in South Florida, describe their experiences teaching reading online during a global pandemic? 2. How do novice elementary reading teachers in a large public school district in South Florida describe their experiences adapting learning resources to meet the needs of their students during online learning? 3. How do novice elementary reading teachers in a large public school district in South Florida describe challenges and/or successes encountered while providing online reading instruction to their students? 4. How do novice elementary reading teachers, in a large public school district in South Florida, describe their experiences returning to face-to-face instruction in the midst of a global pandemic? Following individual interviews with five novice teachers, the researcher analyzed the data for emerging patterns and themes. After transcribing the interviews, the researcher worked with participants to co-construct narratives of their experiences. Findings provided an understanding of the inadequate training novice teachers received for online instruction prior to the pandemic, the constraints imposed by the mandated curriculum, the extensive and time-consuming instructional planning process for online instruction, the frustration they felt during online instructional delivery, the accomplishments despite the difficulties, and the shifts in parent involvement. Future research could expand on teaching other subject areas online during the pandemic. Additional studies could include interviews with students, parents, and administrators. The results of this study have implications for educational policymakers, administrators, and other educators as this study provides insight into what novice elementary reading teachers experienced during the pandemic. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]