The growth trajectories of oral and silent word reading fluency before and after COVID-19

Learning and Instruction, Год журнала: 2025, Номер 97, С. 102105 - 102105

Опубликована: Март 6, 2025

Язык: Английский

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A life course approach to health in the age of pandemics

Oxford University Press eBooks, Год журнала: 2025, Номер unknown, С. 23 - 40

Опубликована: Фев. 20, 2025

Abstract This chapter places the COVID-19 pandemic in its historical context and estimates global impact variation by country. We consider dynamic interplay between social position, lifelong health, pandemic, addressing (1) why men were more likely to get severe but women had worse mental health a higher risk of long COVID; (2) inequalities ethno-racial socioeconomic factors exacerbated during pandemic; (3) effects for older people, response younger people. Continued follow-up longitudinal studies will reveal long-term consequences, including possible critical or sensitive periods with age at exposure. Life course epidemiology should focus on consequences infectious diseases, exacerbation inequalities, research infrastructure necessary assess implications population health.

Язык: Английский

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Exploring differential change in student performance during the COVID-19 pandemic across the United States

Large-scale Assessments in Education, Год журнала: 2025, Номер 13(1)

Опубликована: Апрель 18, 2025

Abstract Although the COVID-19 pandemic was a major disruptor to K-12 learning and instruction in general, there is particular concern that differential impact by student group instructional mode offered (e.g., in-person versus remote learning). The National Assessment of Educational Progress (NAEP) Long-Term Trend (LTT) assessment administered 2020 2022 age 9 students (primarily grade 4) offers unique opportunity analyze changes performance before during pandemic: timepoint occurred immediately prior schools closing March 2020, majority were also sampled both years constitute national sample, single, summative program used, school administrator survey included key question related modes 2020–2021 year. In mathematics, controlling for (with fixed effects) background variables, we found identifying as Black or Hispanic had mean score losses from 10 4 points, larger than White students, respectively. Similarly, eligible free-or-reduced-priced lunch 3 points mathematics reading, respectively, those not eligible, same other covariates. addition, at least some classes going 2020–21 year, scores dropped about 7 8 more on average, no remote, holding all covariates constant. These findings are critical understanding variability educational progress following can support planning future disasters.

Язык: Английский

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The Lost Years: an Integrative Review of the Mental Health, Educational, and Social Impact of the Pandemic on Children and Adolescents From 2019 to 2022

Journal of Pediatric Neuropsychology, Год журнала: 2024, Номер 10(1), С. 49 - 90

Опубликована: Март 1, 2024

The COVID-19 pandemic has been extremely stressful worldwide, impacting just about every facet of life. Its impact on children the subject much research since it started in 2019, particularly "lockdown" March 2020. We are only beginning to understand widespread ramifications lockdown and subsequent practices social distancing quarantining prevent spread virus children, adolescents, families. This study aimed present an integrative review mental health, academic achievement, functioning adolescents initial lockdown. While was focused acute phases pandemic, we still left with a lesser understanding long-term implications. reviewed 50 studies examining youth's functioning, as well risk factors associated poorer outcomes. conclude that future should adopt broad conceptualization biopsychosocial, economic, cultural adolescents.

Язык: Английский

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White matter microstructural plasticity associated with educational intervention in reading disability

Imaging Neuroscience, Год журнала: 2024, Номер 2, С. 1 - 18

Опубликована: Фев. 28, 2024

Abstract Children’s reading progress typically slows during extended breaks in formal education, such as summer vacations. This stagnation can be especially concerning for children with difficulties or disabilities, dyslexia, because of the potential to exacerbate skills gap between them and their peers. Reading interventions prevent skill loss even lead appreciable gains ability summer. Longitudinal studies relating intervention response brain changes reveal educationally relevant insights into rapid learning-driven plasticity. The current work focused on outcomes white matter connections, which enable communication among regions required proficient reading. We collected scores diffusion-weighted images at beginning end 41 who had completed either 1st 2nd grade. Children were randomly assigned receive an intensive (n = 26; Seeing Stars from Lindamood-Bell emphasizes orthographic fluency) deferred a wait-list group 15), enabling us analyze how properties varied across wide spectrum development regression trajectories. On average, larger compared non-intervention group, declined scores. Improvements proximal measure processing (but not other more distal measures) associated decreases mean diffusivity within core circuitry (left arcuate fasciculus left inferior longitudinal fasciculus) increases fractional anisotropy corticospinal tract. Our findings suggest that responses instruction are related predominantly plasticity tracts most

Язык: Английский

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Improving the reading skills of struggling secondary students in a real-world setting: issues of implementation and sustainability

Australian Journal of Learning Difficulties, Год журнала: 2023, Номер 28(1), С. 73 - 95

Опубликована: Янв. 2, 2023

Reading difficulties have been associated with limited academic success and related social-emotional outcomes including anxiety low motivation. Recent research on the educational impact of COVID-19 pandemic indicates that children poor reading skills were disproportionally disadvantaged. This growing number students experiencing will require effective implementation strategies to prevent long-term disadvantage, in challenging context secondary schools where teachers are unfamiliar instruction constrained by timetabling subjects teachers. examined whether a Direct Instruction programme could be implemented fidelity real world school over sustained period. progress was monitored using standardised assessment. Programme via interviews staff, classroom observations, field notes. These data revealed that, whilst challenging, delivery student ability confidence improved three years.

Язык: Английский

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Effects of COVID-19 on the educational performance of children with special educational needs and disabilities: A systematic review according to children’s/youth’s and caregivers’ perspectives

Research in Developmental Disabilities, Год журнала: 2023, Номер 143, С. 104635 - 104635

Опубликована: Ноя. 11, 2023

Язык: Английский

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The impact of COVID-19 school disruptions on children’s learning

Frontiers in Education, Год журнала: 2024, Номер 9

Опубликована: Март 28, 2024

National health policies to stop the spread of COVID-19 virus in US resulted widespread school closures and disrupted learning Spring 2020.

Язык: Английский

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COVID-19 as a Window for Equity-Oriented School Leadership

Journal of School Administration Research and Development, Год журнала: 2024, Номер 9(1), С. 39 - 45

Опубликована: Апрель 18, 2024

This essay argues that principals' capacity to advance equity might have been constrained by pre-COVID conditions. Drawing on the emerging literature school leadership during pandemic, current article discusses how was expanded as a result of window opportunities created COVID-19 pandemic. Given increased frequency at which schools experience crises, understanding these may allow stakeholders better support efforts enact equity-oriented practices. Implications for preparation, funding, accountability policies, and future research are discussed.

Язык: Английский

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The effects of the COVID-19 pandemic on Italian primary school children’s learning: A systematic review through a psycho-social lens

PLoS ONE, Год журнала: 2024, Номер 19(6), С. e0303991 - e0303991

Опубликована: Июнь 14, 2024

The COVID-19 pandemic drastically affected many areas and contexts of today’s society, including school family. Several studies focused on the worldwide effects closures students’ learning outcomes, context, well-being. However, data emerging from these are often inconsistent fragmentary, highlighting need a comprehensive analysis phenomenon. This is especially urgent for countries with most severe closure, like Italy. systematic review aims to collect opinions parents, teachers, students on: other dimensions Italian primary by closures, beyond academic performance; hypothetical agreement between regarding different students; possible differences in countries. Our search was conducted using PRISMA 2020 guidelines Web Science, Pubmed, Scopus, EBSCOHost. results obtained 34 articles revealed strong concern part all stakeholders involved during pandemic, evident negative students. constraint distance led drastic change everyone’s routine, emotional young Parents teachers generally considered be ineffective education their children they encountered technical-practical difficulties use electronic devices participation activities; overall deficits students, mathematics, as confirmed INVALSI were also found. investigation reveals condition shared performance difficulty, further challenging circumstance previously at risk marginalization. Further research this field paramount identify new adequate recovery strategies.

Язык: Английский

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