000			01604nam a22001817a 4500
005			20250226094308.0
008			250226b ph ||||| |||| 00| 0 eng d
022			_a0013-5984
040			_cOCT
100			_aLiebfreund Meghan
240			_aThe Elementary School Journal _hSeptember 2024
245			_aComprehension growth in a virtual reading clinic: _bA case study of teachers supporting below-level readers in grades 3-5 _cMeghan Liebfreund, Melissa Wrenn
300			_aVol. 125 (1) pages 1-27 _bIllustrations: _c24 cm
500			_aThis case study investigates how teachers supported below-level readers who made reading comprehension gains in a virtual reading clinic during the COVID-19 pandemic. Data sources included case reports, lesson plans with re-flections, and recorded instructional sessions for 10 participants 5 teachers and 5 students. All student participants were in third through fifth grade and attended a 10-week virtual reading clinic. Data sources were analyzed using open coding to identify themes. Findings indicate that teachers provided strategy instruction with an emphasis on creating a virtual environment that responded to the whole learner, selecting authentic text that motivated readers, and supporting reader success through developing their metacognition. Teachers were capable of transitioning high-quality reading comprehension instruction into the virtual setting with a supportive context. Implications for future research and practice are explored.
653			_aVirtual reading clinic, covid-19, pandemic
700			_aWrenn Melissa
942			_2ddc _cCR _n0
999			_c10260 _d10260