Using Distance Education Delivery to Conduct Shared Reading With Native American Preschoolers

Distance education delivery via technology is not new to education, and the COVID-19 pandemic increased this type of instruction throughout the United States. Distance education delivery to preschoolers can be challenging, since young children, especially those with developmental delays, may not have the skills or attention span to be distance learners. On the contrary, effective distance education delivery for young children is possible. Shared reading is an evidence-based practice that promotes early literacy and is traditionally used in a face-to-face format. In this model program description, an instructional team adapted shared reading for distance education delivery to three Native American preschoolers with developmental delays in the rural southwest to determine their engagement at a distance. Results from the model program evaluation demonstrated that shared reading can be successfully implemented with remote preschoolers to increase their engagement. Suggestions are offered for others who may find it necessary to implement similar distance delivery with young children.