Adapting one-to-one reading support for children during Covid-19 school closures BERA SGF report August 2021

Carter, Jane

Abstract

Learning to read is considered a key priority in primary schools, but when Covid-19 forced school closures from March to July 2020 new approaches to teaching reading needed to be developed. This study
considers three sets of data gathered from schools in Bristol during this period.
1. Data gathered from schools about the approaches they took to maintaining the teaching of reading when most children were engaged in home learning.
2. Data from schools that had specialist reading teachers – specifically Reading Recovery teachers – and the role they played in supporting the learning of the most vulnerable readers, adopting one-to-one online reading interventions with children. This includes their work with initial teacher education students from the University
of the West of England implementing the Boosting Reading @ Primary (BRP) reading intervention online.
3. Standardised reading age data gathered pre and post-school-closures for children identified as reading below the expected level for their age. Some of these children accessed one-to one online reading support during the school closure period.

This small-scale study describes the innovative approaches taken by schools and demonstrates that where one-to-one online support was provided, most of the lowest attaining readers in the study were able
to maintain or accelerate their progress in reading. The report concludes with recommendations for future practices, drawing on the learning and approaches of the teachers, Reading Recovery teachers, parents, children and students in the study.

Citation

Carter, J. (2021). Adapting one-to-one reading support for children during Covid-19 school closures BERA SGF report August 2021. British Educational Research Association

• Report Type: Research Report
• Acceptance Date: Mar 31, 2021
• Online Publication Date: Aug 18, 2021
• Publication Date: Aug 18, 2021
• Deposit Date: Sep 21, 2021
• Public URL: https://uwe-repository.worktribe.com/output/7643253