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Texting and tutoring: Short-term K-3 reading interventions during the pandemic

Author

Listed:
  • Rebecca D. Silverman
  • Kristin Keane
  • Hsiaolin Hsieh
  • Emily Southerton
  • Renee C. Scott
  • Emma Brunskill

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.

Suggested Citation

  • Rebecca D. Silverman & Kristin Keane & Hsiaolin Hsieh & Emily Southerton & Renee C. Scott & Emma Brunskill, 2023. "Texting and tutoring: Short-term K-3 reading interventions during the pandemic," The Journal of Educational Research, Taylor & Francis Journals, vol. 116(5), pages 254-267, September.
    • Handle: RePEc:taf:vjerxx:v:116:y:2023:i:5:p:254-267
    DOI: 10.1080/00220671.2023.2251432
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