COVID-19: Identifying effective remote literacy teaching methods for primary-aged children
- Funded by UK Research and Innovation (UKRI)
- Total publications:1 publications
Grant number: ES/V004050/1
Grant search
Key facts
Disease
COVID-19Known Financial Commitments (USD)
$143,995.81Funder
UK Research and Innovation (UKRI)Principal Investigator
PendingResearch Location
United KingdomLead Research Institution
Bangor UniversityResearch Priority Alignment
N/A
Research Category
Secondary impacts of disease, response & control measures
Research Subcategory
Social impacts
Special Interest Tags
N/A
Study Type
Non-Clinical
Clinical Trial Details
N/A
Broad Policy Alignment
Pending
Age Group
Children (1 year to 12 years)
Vulnerable Population
Unspecified
Occupations of Interest
Unspecified
Abstract
This research project stems from a direct appeal from our UK teachercollaborators, who suddenly face having to teach pupils online, with scant training and patchy evidence on how to do so effectively. We aim to identify effective remote, evidence-based literacy instruction for primary-aged children with a range of literacy abilities; to mitigate as much as possible the negative effect of school closure on education. Implementing a longitudinal design, we will assess literacy outcomes before,during, and after two five-week cycles of online teaching. We focus on literacy instruction, given that literacy is core to primary education, and a crucial predictor of later educational achievement. We focus on the understudied topic of effective online delivery. 120 Key Stage 2 children will undergo remote one-to-one teaching, in which each child receives one cycle of (a) live interaction, simulating a classroom environment (synchronous),and one cycle of (b) independent work on tasks à live feedback/discussion fromthe teacher, often used in online class (asynchronous) methods, delievered in a counterbalanced curriculum over the two cycles. 120 age- and ability-matched children currently not undergoing structured formal teaching will form a baseline.Literacy outcomes will be assessed remotely, using standardised tests. Testing takes place before and after the first cycle (T1: May; T2 June), after the second cycle (T3: July), and nine weeks later (T4: November), to examine sustained benefits derived from instruction, and the longer term impacts of school closures on literacy, through modelling with the previous year's cohort data.
Publicationslinked via Europe PMC
Last Updated:a day ago
View all publications at Europe PMC