Literacy Instruction Needs for Classrooms Impacted by the COVID-19 Pandemic

Latasha Holt, H. Michelle Kreamer


In this study, researchers examined Louisiana public school teacher’s perspectives to learn about their perceptions and experiences with remote instruction, including literacy education, during the COVID-19 pandemic in Spring 2020. Through an inquiry-based approach, researchers considered the role of technology and literacy education prior to and during the global crisis to gain a stronger understanding of ways in which educator’s instruction has been altered by the COVID-19 pandemic. Study findings confirmed that most participants’ instruction had been impacted, but approaches to distance learning varied considerably. In this paper, we share key findings from this research along with recommendations that would be beneficial in a situation in which in-person instruction is not the best option.


COVID-19 pandemic; remote learning; technology; literacy education; teacher perspectives; access

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