Impact of Literacy-Based Remote Instruction on Elementary Students’ Social Interaction and Reader Awareness: Differential Effects Based on Family Background

This study investigated the differentiated effects of ImWELL (Interactive Remoted Instruction for Children’s Well-Being and Engaged Literacy Learning) on social interaction and reader aware ness among elementary students according to family background variables. It developed and implemented a 12-session program focusing on literacy activities that emphasize “reading, writing, talking, and communicating together” and assessed its effectiveness using linear regression analysis and growth modeling. Results showed that program participation was not statistically significant in relation to interaction and reader awareness but had varied effects according to students’ household income. For students from low-income families, significant increases were observed in interaction, specifically “participation,” and in reader awareness, particularly “internal emo tional state.” These findings indicate that the implemented program especially helped provide low-income students with opportunities for active interaction and foster a positive awareness of reading activities.