SSRN Electronic Journal,
Год журнала:
2023,
Номер
unknown
Опубликована: Янв. 1, 2023
This
study
uses
the
Progress
in
International
Reading
Literacy
Study
(PIRLS)
data,
only
cross-national
data
having
measured
educational
achievement
during
COVID-19
pandemic,
to
investigate
decline
of
fourth
graders
across
21
European
countries
between
2016
and
2021.
Learning
estimated
with
PIRLS
is
not
composed
learning
loss
due
but
also
performance
trends
national
policy
changes.
The
illustrates
education
Europe
by
providing
information
on
20
year
reading
trends,
average
declines
increasing
number
share
low
performing
students
countries.
Results
previous
counterfactual
impact
evaluation
studies
measuring
languages
are
compared
Furthermore,
examines
recent
developments
inequalities
within
first
comparing
countries'
distributions
2021
second
investigating
changes
children
lacking
important
skills
socio-economic
background.
Education Sciences,
Год журнала:
2024,
Номер
14(12), С. 1396 - 1396
Опубликована: Дек. 19, 2024
The
COVID-19
pandemic
led
to
extensive
school
closures
and
an
accelerated
shift
remote
learning,
which
had
substantial
consequences
for
students’
academic
development.
This
study
seeks
examine
the
impact
of
on
learning
loss
among
elementary
students
in
southern
Italy,
with
a
focus
grade-level
variations
across
key
domains,
including
spelling,
reading
comprehension,
speed
accuracy,
mathematical
abilities.
A
sample
332
from
grades
II
through
V
participated,
their
performance
being
evaluated
using
standardized
assessments
each
skill.
Findings
revealed
that
grade
III
encountered
greater
difficulties
spelling
comprehension
compared
both
older
younger
cohorts,
indicating
may
have
disproportionately
affected
initial
stages
skill
acquisition.
These
results
highlight
necessity
targeted
interventions,
especially
those
preexisting
challenges,
address
lasting
effects
pandemic-related
educational
disruptions.
Neurobiology of Language,
Год журнала:
2024,
Номер
6
Опубликована: Сен. 4, 2024
Abstract
During
the
COVID-19
pandemic,
children
worldwide
experienced
school
closures.
Several
studies
have
detected
a
negative
impact
on
reading-related
skills
in
who
these
closures
during
early
stages
of
reading
instruction,
but
network
brain
has
not
been
investigated.
In
current
longitudinal
study
sample
162
Dutch-speaking
children,
we
found
short-term
effect
growth
phonological
awareness
with
compared
to
without
closures,
no
long-term
effects
one
year
later.
Similarly,
did
find
development
white
matter
connectivity
tracts
implicated
development.
Together,
findings
indicate
that
after
and
are
found,
yet
it
remains
an
open
question
whether
could
present
and/or
other
networks
(e.g.,
psychosocial
related
networks)
potentially
more
affected.
Abstract
In
this
chapter,
we
analyze
and
discuss
teaching,
learning
well-being
in
Finnish
education
during
the
COVID-19
pandemic
between
Spring
2020
Fall
2022.
First,
preconditions,
such
as
teachers’
students’
digital
competences
infrastructure
necessary
to
switch
distance
teaching
learning.
Second,
present
results
of
a
survey
concerning
organization
experience
pandemic.
Third,
engagement
teachers,
principals
students
based
on
data.
During
pandemic,
teachers
developed
pedagogy
enhanced
their
competence,
several
co-teaching
innovations
were
created.
However,
identified
decreased
among
students,
an
increase
stress
burnout
principals.
Principals
felt
impact
faced,
struggled
make
up
for
differing
efforts
families
cope
with
Overall,
was
organized
effectively,
but
distance-learning
period
weakened
equality
conditions
that
encourage
well-being.
The Reading Teacher,
Год журнала:
2023,
Номер
77(3), С. 383 - 391
Опубликована: Окт. 6, 2023
Abstract
Covid‐19‐related
school
closures
worldwide
had
an
enormous
impact
on
literacy
instruction
and
learning.
In
this
article,
we
share
overview
of
what
research
tells
us
about
happened
to
elementary
learners'
reading
comprehension
during
these
looked
like
in
homes
schools
time.
We
also
provide
recommendations
for
the
path
forward
road
revitalizing
achievement.
SSRN Electronic Journal,
Год журнала:
2023,
Номер
unknown
Опубликована: Янв. 1, 2023
This
study
uses
the
Progress
in
International
Reading
Literacy
Study
(PIRLS)
data,
only
cross-national
data
having
measured
educational
achievement
during
COVID-19
pandemic,
to
investigate
decline
of
fourth
graders
across
21
European
countries
between
2016
and
2021.
Learning
estimated
with
PIRLS
is
not
composed
learning
loss
due
but
also
performance
trends
national
policy
changes.
The
illustrates
education
Europe
by
providing
information
on
20
year
reading
trends,
average
declines
increasing
number
share
low
performing
students
countries.
Results
previous
counterfactual
impact
evaluation
studies
measuring
languages
are
compared
Furthermore,
examines
recent
developments
inequalities
within
first
comparing
countries'
distributions
2021
second
investigating
changes
children
lacking
important
skills
socio-economic
background.
