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.
Язык: Английский
Nature Human Behaviour, Год журнала: 2023, Номер 7(3), С. 375 - 385
Опубликована: Янв. 30, 2023
Язык: Английский
Процитировано
314
Computers and Education Open, Год журнала: 2024, Номер 6, С. 100162 - 100162
Опубликована: Янв. 21, 2024
The closure of schools due to COVID-19 disrupted learning routines thousands students, resulting in reported performance decreases, especially among lower-performing students. However, some studies on students' within intelligent tutoring systems (ITS) also found significant increases for times school closures as compared before. little is known about longitudinal trajectories ITS. Accordingly, we evaluated data from German students (n≈2,700 students; n≈5 million problems) enrolled an ITS mathematics January 2017 until the end May 2021 investigate effect periods (first and second) during, between, after closures. We observed both lower- higher-performing related Importantly, these improvements were more pronounced Together, results suggest that may have helped maintain learning, particularly during beneficial effects persisted at least following months when opened again. As such, use seems appropriate approach distance crisis.
Язык: Английский
Процитировано
6
Reading and Writing, Год журнала: 2022, Номер 36(2), С. 263 - 288
Опубликована: Сен. 27, 2022
This study quantified the possible learning losses in reading and math skills among a sample of Finnish Grade 3 children (n = 198) who spent 8 weeks distance during first wave COVID-19 pandemic spring 2020. We compared their skill development trajectories across Grades 1, 2, 4 to pre-COVID (N 378). also examined if gender, parental education, maternal homework involvement, child's task-avoidant behavior predict children's academic at differently with COVID sample. Children's were tested, mothers reported education teachers rated behavior. The results showed, on average, lower than but there no differences skills. Although had levels reading, developmental not different from before 1 2. From 2 4, however, was slower fluency comprehension sample, math. predictors change samples. showed that particular may have been affected by pandemic.
Язык: Английский
Процитировано
27
Опубликована: Апрель 26, 2022
How has the COVID-19 pandemic affected learning progress among school-age children? A growing number of studies address this question, but findings vary depending on context. We conduct a pre-registered systematic review, quality appraisal and meta-analysis 42 across 15 countries to assess magnitude effect learning. find substantial overall deficit (Cohen’s d = -0.14, 95% c.i. -0.17, -0.10), which arose early in persists over time. Forgone is particularly large children from low socio-economic backgrounds. It also larger math than reading, middle-income countries, relative high-income countries. There lack evidence during low-income Future research should gap avoid common risks bias that we identify.
Язык: Английский
Процитировано
24
Опубликована: Март 1, 2024
This systematic review provides insights on the effects of school closures during COVID-19 pandemic and measures to reduce learning loss while schools were closed. The first meta-analysis losses that covers more developing countries than developed ones. It finds a year closure is associated with equivalent 1.4 years’ worth reopening reduces this 0.7 years. Looking at loss, it tutoring delivered either in-person or through mobile phones has positive, statistically significant effects.
Язык: Английский
Процитировано
4
SN Computer Science, Год журнала: 2025, Номер 6(1)
Опубликована: Янв. 20, 2025
Язык: Английский
Процитировано
0
Educational Research Review, Год журнала: 2025, Номер 47, С. 100667 - 100667
Опубликована: Янв. 31, 2025
Язык: Английский
Процитировано
0
Discover Education, Год журнала: 2025, Номер 4(1)
Опубликована: Фев. 13, 2025
In this paper, we aim to understand maternal perspectives on: (1) COVID-19 pandemic learning impacts for kindergartners from low-income households; and (2) Factors that mitigated or exacerbated on learning. We conducted a qualitative study with 22 mothers of households in the United States who had kindergarten-age children. Through in-depth, semi-structured interviews, reflected their experiences during 2020–21 school year. used an iterative approach developing revising codes themes emerging transcribed interview data until reached thematic saturation. Many noted negative impacts, but some positive they attributed active parental engagement child's Mothers described several family-level school-level supports barriers Fewer pertaining social circle larger community. The most commonly reported included: economic allowed time financial means engage actively learning, mental health strengthen family functioning, regular, timely, open home-school communication.
Язык: Английский
Процитировано
0
Early Child Development and Care, Год журнала: 2025, Номер unknown, С. 1 - 18
Опубликована: Фев. 14, 2025
Prior research on COVID-related school disruptions focused mainly primary or secondary, with limited studies kindergarten children. Using a naturalistic quasi-experimental design, we examined whether disruption during the first year of (K1) affected early numeracy, literacy, and non-academic development. We also second (K2) was more detrimental to children's A cohort K2 students from each two consecutive years (N = 235, 4–5-year-old) were recruited ten kindergartens in Hong Kong, which had long periods disruptions. One assessed just before onset COVID-19; other, one later. K1 did not affect performance at K2. In contrast, K3 showed that effect physical than disruption. Findings highlight period aspects development are particularly sensitive schooling.
Язык: Английский
Процитировано
0
Journal of Population Economics, Год журнала: 2025, Номер 38(1)
Опубликована: Март 1, 2025
Язык: Английский
Процитировано
0