"Changing our teaching": first grade reading instruction and before and during COVID-19

Area of Science:

• Education
• Psychology
• Sociology

Background:

• The COVID-19 pandemic led to widespread public school closures in April 2020.
• A survey study documented first-grade literacy instruction in February 2020, prior to the pandemic's full impact.
• This research captures pre-pandemic literacy practices for comparison with pandemic-affected instruction.

Purpose of the Study:

• To explore changes in first-grade literacy instruction during the 2020-2021 academic year due to COVID-19.
• To understand shifts in instructional context, time allocation, materials, and resources.
• To compare pre-pandemic and pandemic-era literacy teaching variables.

Main Methods:

• An exploratory study surveyed 36 first-grade teachers.
• Data collection occurred before (February 2020) and during (2020-2021 academic year) the COVID-19 pandemic.
• Statistical analyses compared instructional variables between the two periods.

Main Results:

• Teachers reported increased responsibilities, with reduced access to collaborative planning and paraprofessional support.
• Virtual and hybrid instruction formats presented significant challenges.
• Students experienced decreased instructional time, notably in writing, vocabulary, and fluency.

Conclusions:

• The COVID-19 pandemic created a more demanding teaching environment for first-grade educators.
• Students faced reduced literacy instruction, potentially impacting foundational skills.
• The long-term consequences for both teachers and students require further investigation and reconciliation.