How Foundational Writing Informs Early Decoding Skills in Virtual Instruction

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Author(s): Tracey S. Hodges (University of Alabama, USA)
Copyright: 2021
Pages: 17
Source title: Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning
Source Author(s)/Editor(s): Margaret L. Niess (Oregon State University, USA)and Henry Gillow-Wiles (Oregon State University, USA)
DOI: 10.4018/978-1-7998-7222-1.ch016

Keywords: Education / Information Science Reference / K-12 Education / Virtual Learning Environments

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Abstract

How do you teach a child to read in a virtual classroom? Answering this question can feel like a daunting task – the new kindergartener, five-years-old, may not be able to navigate the virtual classroom because they do not yet possess the skill of reading. When the act of teaching reading takes up the majority of instructional time in the early elementary classroom, this task can seem impossible in online learning environments. This chapter presents methods and approaches for teaching early reading and writing virtually. Specifically, the chapter covers developmental levels for reading and writing, technological frameworks for engaging students in virtual instruction, and applications of virtual instruction to early literacy instruction. The chapter serves as a practical toolkit for teachers to help set students up for success without hindering their knowledge of skills that will be essential to their learning in the future.

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How Foundational Writing Informs Early Decoding Skills in Virtual Instruction

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