Teacher Perceptions Regarding the Effects of Online Learning During the Pandemic with Regards to the Progression or Regression of Students’ Reading Levels
Rachel Palumbo, MPS
Mount Vernon City School District
Abstract
Education, alongside the method by which instruction has been proposed, continues to shift, changing how educators instruct, schools operate, and, therefore, the success and growth by which students can progress due to the global pandemic. The ever-changing dynamic of the current state of education places constant strain on pedagogues to continuously adapt to suit both online and in-person platforms, coveting invaluable time that would otherwise be put towards instruction, deeming a halt to academic growth in the face of uncertainty. Various forms of technological challenges, unpreparedness, and lack of resources have stipulated a possible decline across academic subjects, specifically within the realm of literacy. Through the utilization of survey instruments to gauge teacher perception, data will be collected to analyze the effect of remote instruction on literacy progression. The rapid review presented delivers evidence suggesting a consensus with regard to literary decline following the pandemic year.
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