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Direct linkCrosson, Amy C.; Silverman, Rebecca D. – Reading Research Quarterly, 2022
We investigated teachers' perspectives on how literacy instruction for bilingual children changed due to the shift to remote instruction during COVID-19. Fifty K-2 public school teachers from 10 states submitted smartphone-based diary entries about their day-to-day literacy instructional practices "before" versus "during"…
Descriptors: COVID-19, Pandemics, Literacy Education, Emergent Literacy
Roberts, Theresa A.; Vadasy, Patricia F.; Sanders, Elizabeth A. – Reading Research Quarterly, 2020
The authors investigated the influence of teaching letter names and sounds in isolation or in the context of storybook reading on preschool children's early literacy learning and engagement during instruction. Alphabet instruction incorporated paired-associate learning of correspondences between letter names and sounds. In decontextualized…
Descriptors: Preschool Education, Emergent Literacy, Teaching Methods, Alphabets
Noguerón-Liu, Silvia – Reading Research Quarterly, 2020
This article is a response to claims made by proponents of "science of reading" and "structured literacy" reading instruction approaches, in regard to their effectiveness with emergent bilingual students. The author argues that the strong knowledge base generated from studies examining the dynamic literacy practices of emergent…
Descriptors: Reading Research, Literacy Education, Bilingualism, Reading Instruction
