Leveraging Technology to Increase Access to Differentiated Instruction: A Case Study of a Synchronous Remote Delivery Dual Language Intervention for English Learners

Research suggests that elementary English Learners (ELs) benefit from interactive dual-language vocabulary instruction delivered one-on-one or in small groups. However, there are many barriers to providing this type of instruction to all ELs, including time constraints and bilingual teacher shortages. Thus, there is a high need for innovative, cost, and time effective solutions to support the growing population of ELs in the US. This exploratory case study examined the feasibility and viability of a scripted intervention designed for synchronous remote delivery. Six fourth-grade ELs received 6 weeks of an evidence-based academic vocabulary language curriculum that included one-on-one instruction delivered via Microsoft Teams. A liaison within the school coordinated intervention delivery. Fidelity of Implementation was examined for adherence and dosage. Lessons were recorded and coded using a fidelity checklist. Overall, the remote modality was viable, including intervention procedures and materials. Results revealed that instructor adherence to explicit vocabulary instruction elements was superior (97%-100%) to findings in prior research among face-to-face interventions delivered by classroom teachers. Adherence to reading instruction elements was comparable to prior research. Synchronous remote interventions can enable ELs to receive effective, differentiated instruction from a trained instructor, regardless of school resources.