Pivoting an Elementary Summer Reading Intervention to a Virtual Context in Response to COVID-19: An Examination of Program Transformation and Outcomes-Reference-Cited by-同舟云学术

Pivoting an Elementary Summer Reading Intervention to a Virtual Context in Response to COVID-19: An Examination of Program Transformation and Outcomes

Published:2021-04-01 Issue:2 Volume:26 Page:112-134
ISSN:1082-4669
Container-title:Journal of Education for Students Placed at Risk (JESPAR)
language:en
Short-container-title:Journal of Education for Students Placed at Risk (JESPAR)

Author:

Beach Kristen D.¹^ORCID,Washburn Erin K.²^ORCID,Gesel Samantha A.¹^ORCID,Williams Paula¹^ORCID

Affiliation:

1. Department of Special Education and Child Development, University of North Carolina at Charlotte

2. Department of Reading and Elementary Education, University of North Carolina at Charlotte

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10824669.2021.1906250

Reference57 articles.

1. Lasting Consequences of the Summer Learning Gap

2. Addressing Summer Reading Setback Among Economically Disadvantaged Elementary Students

3. American Institute of Research. (2020). National survey of public education’s response to COVID 19. Retrieved from https://public.tableau.com/profile/perc.team#!/vizhome/COVID_Survey_1Oct2020/NationalSurveyofPublicEducationsResponsetoCOVID-19

4. ‘So you can make it fast or make it up’: K–12 teachers’ perspectives on technology’s affordances and constraints when supporting distance education learning

5. K-12 online learning journal articles: trends from two decades of scholarship

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