Teaching Kids How to Read During COVID-19: A Big Remote Learning Challenge

This special report examines how many of the nation’s elementary schools are staring down a daunting new challenge: teach young children to read, without being able to interact with them in person, using instead digital tools and videoconferencing platforms in sweeping new ways that are mostly untested. Featuring exclusive survey data on digital reading instruction from the EdWeek Research Center, the report examines how the new consensus on how to best teach reading should be incorporated into digital early literacy curricular materials, the extent to which the digital curricula and literacy tools already in widespread use are integrating the science of reading into their products, the best approaches for teaching reading in remote or hybrid learning environments, and one teacher’s take on how she has handled the challenges of teaching reading during COVID-19.


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This special report is the first in a series of three reports for the 2020-21 school year that Education Week is producing for K-12 ed-tech leaders. See our ongoing coverage of educational technology issues here.


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There’s little evidence on how the best practices for teaching reading should be translated to remote or hybrid learning environments.
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Educators need new tools to keep reading instruction consistent and new philosophies for engaging students in remote learning environments.
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First grade teacher Claudia Margaroli talks about the difficulties of teaching reading remotely and how she is trying to adjust.
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