Supporting the Virtual Reading Instruction of Emergent Bilinguals: Practical Support and Resources for Parents and Teachers

Sally Brown; Alisa Leckie; Nedra Cossa; Megan Paulk

doi:10.4018/978-1-7998-8405-7.ch031

Supporting the Virtual Reading Instruction of Emergent Bilinguals: Practical Support and Resources for Parents and Teachers

Research output: Contribution to book or proceeding › Chapter › peer-review

Abstract

Literacy learning was significantly altered for many young emergent bilinguals during the pandemic as instruction moved to virtual and hybrid formats. The researchers conducted virtual professional development sessions to alleviate instructional challenges. The goal was to find innovative approaches for reading instruction and identify supporting resources for families and teachers. During focus group interviews with teachers, barriers were identified. Each barrier is discussed with the associated solutions and resources that can be used both inside and outside of the classroom.

Original language	American English
Title of host publication	Advances in Early Childhood and K-12 Education
Publisher	IGI Global Publishing
ISBN (Electronic)	9781799884071
ISBN (Print)	9781799884057, 9781799884064
DOIs	https://doi.org/10.4018/978-1-7998-8405-7.ch031
State	Published - 2022

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10.4018/978-1-7998-8405-7.ch031

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Supporting the Virtual Reading Instruction of Emergent Bilinguals: Practical Support and Resources for Parents and Teachers

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