Abstract
The COVID-19 pandemic caused unprecedented disruption to the U.S. educational system, but few studies have investigated impacts across various tiers of literacy instruction. This study investigates the literacy teaching experience of teachers working within a Multi-Tier System of Support. Using a mixed methods approach, kindergarten through 5th grade Tier 1 and Tier 2 teachers in a large urban district were surveyed and interviewed. The key findings relate to reductions in literacy-related instructional time, facilitators and barriers of technology, and challenges and successes in working with families, shedding light on future responses to teaching during emergency times.
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