: Short-term K-3 reading interventions during the pandemic (Journal Article) Silverman, Rebecca D. creator Keane, Kristin | Hsieh, Hsiaolin | Southerton, Emily | Scott, Renee C. | Brunskill, Emma text USA : Taylor and Francis Group ,2023 monographic eng

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254-267p. Abstract: In the midst of the pandemic, we implemented and investigated short-term interventions to support K-3 reading. Specifically, we studied a text messaging program that provided caregivers with tips on supporting K-3 reading. Additionally, we studied combining the text messaging program for caregivers with one-on-one remote tutoring for their children. Survey data suggested that caregivers in the text messaging program gained self-efficacy, though they did not show gains in implementing home literacy activities or communicating with their children’s teacher. Assessment data suggested that students whose caregivers participated in the text messaging program did not make gains regardless of whether they received tutoring. We offer implications and directions for future research in the discussion. ***______{For Hard Copy, Please visit Library.}________*** Tutoring| literacy| elementary 0022-0671 https://doi.org/10.1080/00220671.2023.2251432 https://doi.org/10.1080/00220671.2023.2251432 240508 20240508123559.0