This instrumental case study is focused on understanding more about literacy instruction in K-3 classrooms during the pandemic-impacted 2020–2021 school year. The study aims to examine (a) how teachers described their literacy instruction before and during the COVID-19 pandemic; (b) the types of literacy instructional practices teachers implemented across in-person, virtual, and hybrid modalities; and (c) how teachers' implementation of these practices aligns with research on early grades literacy instruction. Data included classroom video of 25 teachers' literacy instruction, 162 classroom artifacts (e.g., student work samples), and statewide survey responses from 7110 teachers in spring 2020 and 5811 teachers in spring 2021. Teachers reported spending an average of 1 h less per week on literacy instruction in 2020–2021 as compared to a typical pre-pandemic school year. Despite these reported declines in instructional time, teachers in all modalities were observed implementing literacy instructional practices at comparable rates as they reported prior to the pandemic. However, teachers' implementations of these practices varied widely, with some teachers providing research-aligned literacy instruction while others did not. This range in quality was evident across modalities, including within the group of teachers providing in-person instruction. Results from this study challenge existing theories about instructional time and modality that have been posed to explain the pandemic's negative impacts on elementary students' literacy outcomes.

中文翻译：

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了解受疫情影响的 2020-2021 学年 K-3 教师的素养教学实践

这项工具性案例研究的重点是更多地了解受大流行影响的 2020-2021 学年 K-3 课堂的识字教学。该研究旨在探讨 (a) 教师如何描述在 COVID-19 大流行之前和期间的识字教学；(b) 教师通过面对面、虚拟和混合方式实施的扫盲教学实践类型；(c) 教师实施这些做法如何与低年级识字教学研究相结合。数据包括 25 名教师识字教学的课堂视频、162 个课堂制品（例如学生作业样本）以及 2020 年春季 7110 名教师和 2021 年春季 5811 名教师的全州调查回复。教师报告每周平均花费时间减少 1 小时与典型的大流行前学年相比，2020-2021 年的识字教学。尽管据报道教学时间有所减少，但观察到所有形式的教师实施识字教学实践的速度与大流行前报告的相当。然而，教师对这些实践的实施差异很大，一些教师提供与研究相一致的读写教学，而另一些教师则没有。这种质量差异在各种模式中都很明显，包括在提供面对面教学的教师群体中。这项研究的结果挑战了有关教学时间和方式的现有理论，这些理论被用来解释大流行对小学生识字成绩的负面影响。