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Needs Analysis
Needs Analysis
Addressing the literacy gap crisis.
Addressing the literacy gap crisis.
The COVID-19 pandemic significantly disrupted traditional learning environments.
There has been a notable decline in literacy rates among young children.
We aim to address this literacy gap by creating opportunities for young learners to build the foundational skills they need to read with confidence and understanding, crossing the bridge from learning to read to reading to learn.
Background Research
Background Research
Based on our literature review, we discovered the following:
COVID's Effect on Literacy Skills
COVID's Effect on Literacy Skills
COVID had a significant impact on the academic achievement gap of young students. This was frequently seen in a regression of literacy rates among young students. (Bao et. al, 2020)
It's impact on students was similar to the 'summer slide' - the name for the tendency of students to backslide on academic skills over summer break, due to lack of practice - but on a much larger level. The activities that traditionally mitigate the loss of literacy skills, like libraries, summer school, or other camps and programs, were shut down during the summer, leading to long-term decline in their literacy skills. (Wheeler & Hill, 2021)
The Role of Phonics
The Role of Phonics
Phonics has historically been controversial in education, sometimes dismissed and later revived. Today, despite advances in technology and alternative reading methods, phonics continues to be supported in various forms. (Emans, 1971)
Research-backed phonics-based instruction (like The Science of Reading) has gained momentum, as it is proven to help early readers, particularly those from disadvantaged backgrounds. (Hempenstall, 2013)
Stakeholder Interviews
Stakeholder Interviews
Our stakeholder interviews, conducted primarily with elementary school teachers and an SME, a reading specialist, proved to be incredibly illuminating on just where exactly students were having trouble with their literacy skills, and what they were lacking. We learned that the biggest issue among students when it came to reading was a lack of confidence in their reading abilities, and a lack of stamina that prevented them from building their abilities. We also gained some other valuable insights:
Students were increasingly likely to immediately ask for help from teachers, rather than trying to figure things out on their own. They are afraid to take risks.
The impact of distance learning and technology has a great impact on children's attention span, making it difficult to focus on reading for long periods of time to build their stamina.
Phonics knowledge is a key part of building their confidence in reading, but it's also necessary to make sure that their reading comprehension is also; those are two separate skills that need equal development.
We also discovered that at least at the schools we were speaking to, the Reading Specialist--our Subject Matter Expert--only supported 1st grade students. Older students were no longer part of the program under the reading specialist, and potentially were lacking specialized support to make sure they didn't fall further and further behind.
What are the gaps?
What are the gaps?
Knowledge Gaps
Knowledge Gaps
Lack of phonics knowledge
Lacking vocabulary to adequately comprehend their reading
Need for external feedback to build their confidence, and don't know how to track their own improvements
Skill Gaps
Skill Gaps
Loss of oral language skills
The decline of fine motor skills (handwriting)
Over-reliance on technology (spell check, speech to text, etc)
Motivation Gaps
Motivation Gaps
Need for interest in their reading material
They are prone to asking for help immediately rather than trying to work through their problems
Environment Gaps
Environment Gaps
Attention span is too short, making it difficult to build stamina
Kids don't have the appropriate resources at home to build their literacy skills
References
References
Bao, X., Qu, H., Zhang, R., & Hogan, T. P. (2020). Modeling reading ability gain in kindergarten children during COVID-19 school closures. International Journal of Environmental Research and Public Health, 17(17), 6371. https://doi.org/10.3390/ijerph17176371
Emans, R. (1968). History of Phonics. Elementary English, 45(5), 602–608. http://www.jstor.org/stable/41386374
Hempenstall, K. (2013). A history of disputes about reading instruction. RMIT University.
Wheeler, D. L., & Hill, J. C. (2021). The impact of COVID-19 on early childhood reading practices. Journal of Early Childhood Literacy, 24(1), 96–115. https://doi.org/10.1177/14687984211044187
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