Pivoting an Elementary Summer Reading Intervention to a Virtual Context in Response to COVID-19: An Examination of Program Transformation and Outcomes

Abstract

This exploratory investigation examined the transformation of a traditional summer reading intervention (SRI) to synchronous virtual format in response to school closures due to COVID-19. Goals were to adapt and describe the adaptation of the in-person intervention to the virtual environment, examine program outcomes, and understand tutor and caregiver perspectives of virtual SRI. SRI involved tutor training, coaching, implementation of evidence-based practices, and student access to physical and virtual learning tools. Thirty-five low-income rising second and third graders who read below grade level, 13 tutors, and five caregivers participated. In summer 2020, trained tutors implemented Sound Partners in 1:1 thirty-minute Zoom sessions for 22 days. Data included students’ pre and posttest reading outcomes, instructional fidelity, and tutor and caregiver perceptions. Key considerations for the transformation of the intervention centered on intervention content and learning environment, attendance, and tutor selection and training. Results indicated strong student attendance and tutor fidelity. Students maintained reading fluency and accuracy skills, and improved by approximately 10 percentage points on curriculum-based mastery tests (p <.001, d = 1.25 to 1.30). Tutors and caregivers reported virtual SRI was feasible and effective. Results highlight the potential for positive outcomes when SRI is provided virtually.

Acknowledgment

The authors would like to acknowledge and thank the school district personnel involved in this project for their exceptional service.

Disclosure statement

The authors have no conflicts of interest to disclose.

Additional information

Funding

This work was supported in part by grants from Mebane Foundation and the Stephen L. Cornwell Foundation.