Fifth Graders and Immersion Reading During Pandemic-Related School Closures (Poster 10)

• In Event: AERA Poster Session Six
  In Poster Session: Literacy Poster Session One

Abstract

This qualitative study explored the experiences of a fifth-grade language arts teacher and two of his students who engaged in daily, whole-class immersion reading during pandemic-related virtual and hybrid instruction from September 2020 through June 2021. Open coding and inductive analysis yielded preliminary findings that suggest that immersion reading supports students’ attention to text and that the quality of audio narration matters to students. However, factors such as reading choice remain important to student engagement. As such, these findings provide useful guidance to researchers and educators as they consider how to best leverage technology to address inequities exacerbated by the pandemic.

Author

• Laurie Shirley Esposito, Temple University
  Presenting Author