Supporting English Language Learners’ Literacy Development Through Afterschool Virtual Instruction

This mixed-methods study examined whether intermediate level ESL students in grades 3–5 improved their reading levels after participating in virtual, research-based literacy strategies instruction offered after school as a supplement to their regularly scheduled ESL and ELA classes. Participants voluntarily attended 30-minute sessions twice weekly for two months via Zoom. Data included pre-, during-, and post-assessments collected throughout the academic year as well as interviews with participants, their parents, and their ELA teachers to explore students’ literacy interests, strengths, and needs. Findings indicate that most participants’ demonstrated reading growth, while none declined. Interviews revealed participants’ interest in reading, particularly nonfiction, and identified strengths such as using text features, alongside needs in comprehension, fluency, pronunciation, and vocabulary. Parents expressed a desire for additional resources to support literacy at home. Results suggest that supplemental virtual instruction, combined with regular coursework, may enhance literacy development and inform future family–school partnerships.