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

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Key facts

  • Disease

    COVID-19
  • Known Financial Commitments (USD)

    $143,995.81
  • Funder

    UK Research and Innovation (UKRI)
  • Principle Investigator

    Pending
  • Research Location

    United Kingdom, Europe
  • Lead Research Institution

    Bangor University
  • Research Category

    Secondary impacts of disease, response & control measures

  • Research Subcategory

    Social impacts

  • Special Interest Tags

    Gender

  • Study Subject

    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:40 minutes ago

View all publications at Europe PMC

Audiovisual Learning in Dyslexic and Typical Adults: Modulating Influences of Location and Context Consistency.